사용자 인터페이스 상호작용성 증진을 위한 버튼 이론의 재조명 = Reexamination of button theory for expanding its user - interface interactivity

다국어 초록 (Multilingual Abstract)

This study examines the applicability of button theory originated from Roger Schank and his colleagues, and suggests somewhat new ideas to improve its power of user-interface interactivity. This paper introduces button theory developed in order to allow learners using computer-based in struction to have appropriate control and inter active learning experiences over what they see, hear and learn. The theory provides a taxonomy of the ways that learners might interact with a computer learning environment by button pad which includes three message groups, feeling, questions, and control. By using these 15 but tons, they may talk about himself (feeling), about the task of the program (questions), and about the teaching itself (control). The advantage of button theory is to provide an easy - to- use mechanism for learners to interact with a computer system, though. It may have some problems needed to be revised. The theory did not consider avariety of user-interface characteristics of modern types of computer learning environments such as web-based in struction or hypermedia-based in struction but simple tutorial type. In order to be used in the new learning environments, some sort of new buttons might be in cluded. Another things are about the ambiguous interpretations of but tonse lections made by learners. The buttons presented in a certain place should match the kinds of things learner stypically wish to express. Consequently, an useful groups of buttons must corresponds to what learners want to express while providing clear conceptual meanings of the buttons to facility ate interactions between the learners and the computer. The purpose of the study is to resolve the problems. The study suggests new version of the theory which provides four groups consisting of 27 buttons. A new group, the met a - cognitive help butt on s was added in order to provide self- regulative supports and new buttons were included to minimize the cognitive effort the learner must devote to expressing his questions and to be capable of interpreting what the learner mean s in the Korean cultural convention.