Learning disabled students can derive great benefits from using work processors. The ability to produce a neat, printed copy can increase motivation and encourage writing for a wider audience. The editing power makes revision possible without tedious re-copying, thus freeing students and teachers to approach writing as a process involving repeated drafts. Specific problems with handwriting and spelling can also be circumvented. However, learning to use the editing capabilities often presents problems for students, especially those with learning difficulties. Word processors must be designed that are simple, easy to learn, and yet powerful. This study makes software design recommendations based on a study of learning disabled students learning to use word processing.Two groups of four LD students (4th-6th grade) were given twelve hours of word processing instruction using two word processors. Detailed records of progess and errors were made during learning and a final assessment task. Specific design problems are reported and recommendations are made for tasks such as cursor movement, insertion/deletion, use of nulls, blanks, and formatting characters, and overall organization.
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Learning disabled students' difficulties in learning to use a word processor: implications for design
MacArthur, Charles A.; Shneiderman, Ben
Follow ACM SIGCHI Bulletin
, Volume 17 (3)
Association for Computing Machinery – Jan 1, 1986
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