Effect on Operator Performance at Thin Profile Keyboard Slopes of 5°, 10°, 15°, and 25°

1982 ◽  
Vol 26 (5) ◽  
pp. 430-434 ◽  
Author(s):  
Thomas W Suther ◽  
John H McTyre
Keyword(s):  
Analysis Of Variance ◽  
Repeated Measures ◽  
Stimulus Material ◽  
Hard Copy ◽  
Operator Performance ◽  
Thin Profile ◽  
Performance Differences ◽  
Significant Performance

This study was performed to determine how keyboard geometric differences at angles of 5°, 10°, 15°, and 25° affected user keyboard performance. Sixteen participants typed from hard copy stimulus material to an IBM Datamaster (System/23). One-way analysis of variance with repeated measures produced no significant performance differences. Participants reported the keyboard uncomfortable at 5° and 25°. Participants reported no difference between the 10° and 15° positions (p <.05). The authors recommend a range of 10° to 18° for fixed sloped keyboard and 10° to 25° adjustment range for a flexible keyboard.

User Preference for Instructional Formats: An Evaluation of Performance

1983 ◽  
Vol 27 (6) ◽  
pp. 441-444
Author(s):  
Craig J. Petrun ◽  
Suzanne Henry ◽  
Marian MacDonald ◽  
Robert Torrey ◽  
Eric Anderson
Keyword(s):  
User Preferences ◽  
User Preference ◽  
Preference Data ◽  
Operator Performance ◽  
Evaluation Of Performance ◽  
Performance Differences ◽  
Significant Performance ◽  
And Performance ◽  
Instructional Formats ◽  
The Impact

Three studies were performed to determine the effect of different formats on user preferences and performance. In Studies 1 and 2, operators were presented instructional formats which differed on the following variables: 1) the use of graphic illustrations, 2) the amount and use of color, 3) the type of blocking used to separate the information on each page. The results of both studies indicated that operator preferences were significantly affected by the use of graphics, random blocking, and amount of color. Study 3 examined the impact of preferred and non-preferred formats on operator performance and their preferences after using a given format. The results showed that there were no significant performance differences between the formats. The preference data, however, demonstrated that formats containing color, random blocking, and graphics were still the most preferred variables.

scholarly journals ICT evaluation models and performance of medium and small enterprises

2014 ◽  
Vol 20 (1-2) ◽  
pp. 9-24
Author(s):  
Anass Bayaga ◽  
Emmanuel O. Adu
Keyword(s):  
Risk Management ◽  
Analysis Of Variance ◽  
Repeated Measures ◽  
Operational Risk ◽  
Small Enterprises ◽  
Operational Risk Management ◽  
Evaluation Models ◽  
Ict Adoption ◽  
And Performance ◽  
Medium And Small Enterprises

Abstract Building on prior research related to (1) impact of information communication technology (ICT) and (2) operational risk management (ORM) in the context of medium and small enterprises (MSEs), the focus of this study was to investigate the relationship between (1) ICT operational risk management (ORM) and (2) performances of MSEs. To achieve the focus, the research investigated evaluating models for understanding the value of ICT ORM in MSEs. Multiple regression, Repeated-Measures Analysis of Variance (RM-ANOVA) and Repeated-Measures Multivariate Analysis of Variance (RM-MANOVA) were performed. The findings of the distribution revealed that only one variable made a significant percentage contribution to the level of ICT operation in MSEs, the Payback method (β = 0.410, p < .000). It may thus be inferred that the Payback method is the prominent variable, explaining the variation in level of evaluation models affecting ICT adoption within MSEs. Conclusively, in answering the two questions (1) degree of variability explained and (2) predictors, the results revealed that the variable contributed approximately 88.4% of the variations in evaluation models affecting ICT adoption within MSEs. The analysis of variance also revealed that the regression coefficients were real and did not occur by chance

Utility of Analysis of Variance with Repeated Measures Programs for Estimating Reliability

1975 ◽  
Vol 41 (2) ◽  
pp. 441-442 ◽  
Author(s):  
Ronald A. Berk
Keyword(s):  
Measurement Error ◽  
Computer Program ◽  
Analysis Of Variance ◽  
Repeated Measures ◽  
Theory Of Measurement ◽  
Generalizability Theory ◽  
Intraclass Correlation ◽  
Program Output

This paper presents a brief description of the generalizability theory of measurement error and its relation to analysis of variance with repeated measures. The intraclass correlation is defined in terms of analysis of variance computer program output. The usefulness of several programs is discussed.

Using Mystat to Analyze a Repeated-Measures Design

1991 ◽  
Vol 73 (3) ◽  
pp. 757-758 ◽  
Author(s):  
John F. Walsh
Keyword(s):  
Analysis Of Variance ◽  
Repeated Measures ◽  
Laboratory Experiments ◽  
Repeated Measures Design ◽  
Variance Design

Laboratory experiments having a two-way analysis of variance design with repeated-measures on one factor are analyzed by MYSTAT. The key is in coding subjects as a factor and expressing the design as a three-way factorial with one subject per cell.

Effects of a Combination of Stances and Points of Aim on Putting Accuracy

1988 ◽  
Vol 66 (1) ◽  
pp. 139-143 ◽  
Author(s):  
Erich Gott ◽  
Carl Mc Gown
Keyword(s):  
Analysis Of Variance ◽  
Repeated Measures ◽  
Traditional Method ◽  
Constant Error ◽  
Popular Opinion ◽  
Variable Error ◽  
Repeated Measures Analysis ◽  
Better Than

The purpose of this study was to determine the effects of two putting stances (conventional versus side-saddle) and two points of aim (ball versus hole) on putting accuracy. Subjects (12 men, 4 women) were taught to putt using four methods: (a) conventional stance, eyes on the ball; (b) conventional stance, eyes on the hole; (c) side-saddle stance, eyes on the ball; and (d) side-saddle stance, eyes on the hole. Each subject practiced each method for 2 wk., after which they were tested for purring accuracy by counting putts made, determining constant error, and by calculating variable error. Accuracy was assessed at 5 and 15 ft. A 2 by 2 repeated-measures analysis of variance showed that there was no single combination of stance and point of aim that was significantly better than another at either distance. This suggests that, contrary to popular opinion, the traditional method of putting is not the best method for putting; other methods are equally as good and could be used if individually desired.

Retention of Bilateral Performance as a Function of Practice Order

1978 ◽  
Vol 46 (1) ◽  
pp. 43-46 ◽  
Author(s):  
Paul Dunham
Keyword(s):  
Analysis Of Variance ◽  
Repeated Measures ◽  
Rotation Speed ◽  
Sequential Order ◽  
Rotary Pursuit

The purpose of this study was to investigate the effect of practice order and initial performance hand on the bilateral retention of a simple tracking skill for 44 undergraduate volunteers. The apparatus was a Lafayette Model 30014 photoelectric rotary pursuit. The circle template was employed with rotation speed set at 20 rpm. Subjects were given 20-sec. trials and required to reach a criterion of 70% time on target twice in succession with both hands. For original practice, subjects were randomly assigned to one of four practice groups: preferred serial, non-preferred serial, preferred sequence and non-preferred sequence. Subjects' performance was recorded as the number of trials required to achieve criterion for both hands. One month later subjects were retested and scored in the same manner. A 2 × 2 × 2 analysis of variance with repeated measures on the last factor was used to determine the effects of initial hand, order of practice, testing periods, and the appropriate interactions. The results indicated that subjects' performance for the two testing periods differed significantly; retest was superior. Order of practice was significant and the sequential order more efficient during both learning and retest.

Relationship between Speed and Accuracy in an over-Arm Throw

1984 ◽  
Vol 59 (1) ◽  
pp. 219-222 ◽  
Author(s):  
Catherine Indermill ◽  
William S. Husak
Keyword(s):  
Analysis Of Variance ◽  
Repeated Measures ◽  
Maximum Velocity ◽  
The Other ◽  
Spatial Accuracy ◽  
Fitts Law ◽  
Speed And Accuracy ◽  
Muscular Coordination

Principles of force and variability of force suggest that generating maximal forces will result in greater spatial accuracy. 18 right-handed males performed an over-arm throwing task at 50, 75, and 100% of maximum velocity while attempting to hit an archery target. A one-way analysis of variance of velocity with repeated measures on the target showed that the 75% condition was significantly more accurate than either of the other two. The principles may not be generalizable to tasks involving muscular coordination; it seems Fitts' Law may be more applicable.

Interactive Two-Way Television vs. In-Person Teaching

1984 ◽  
Vol 12 (3) ◽  
pp. 265-272 ◽  
Author(s):  
Glenn Ross Johnson ◽  
Michael O'Connor ◽  
Robert Rossing
Keyword(s):  
Analysis Of Variance ◽  
Test Scores ◽  
Repeated Measures ◽  
Student Attitudes ◽  
Instructional Strategy ◽  
Interactive Television ◽  
Veterans Administration ◽  
Repeated Measures Design ◽  
Role Play Simulation ◽  
Expository Teaching

Are there differences in students' achievement scores and attitudes when the pupils are taught by two different modes: interactive two-way television and live expository teaching? Thirteen graduate students were enrolled in a university off-campus course: five were instructors at a community college, five worked in a hospital or Veterans Administration facility, and three were instructors at a university. A repeated measures design was used in collecting achievement and attitude data on six class sessions (three in-person expository and three interactive television). Analysis of variance was used with test scores as the dependent variable while the mode of instruction (in-person vs. two-way television), instructional strategy (expository, film, role play/simulation), and content of lesson (eight different sessions) were used as the independent variables. There were no negative student attitudes when the class was taught either in-person or by interactive two-way television. Analysis of variance revealed no significant differences when test scores were used as the dependent variable.

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