Software & Usability 18 Jul 2007 09:01 am
The Hidden Rules
For sheer exasperation, it is usually hard to beat the experience of teaching an older relative how to use a PC. We’ve all done it. Concepts as (supposedly) simple as cut-and-paste or browser back-buttons can become fiendish puzzles in the hands and eyes of someone whose earliest experience of computation technology was the slide-rule.
Interestingly though, this experience is not consistent. Some of those users - who come to computers late in life - have little difficulty in picking up the basics and getting on with it. After a few informal lessons, they can be left to surf, email and even cut-and-paste, without anguished calls to their indentured technical support hotline.
It’s an interesting contrast. Some users need to be taught, often repeatedly, how to execute every action on their PC. They fear a disaster, or even the possibility of ‘breaking’ the computer if they get a step out of sequence or a click in the wrong place. They seem unable to apply the knowledge they acquired in one application in order to use it somewhere else. For example, after learning cut-and-paste in Microsoft Word, they have to relearn cut-and-paste in Internet Explorer or Outlook. For these users, everything about their PC is arbitrary. It must be learned by rote. If they can’t remember how to do a task, the task cannot be done.
There is a somewhat patronising view that these people are unable to pick up IT because they “didn’t grow up with computers”. Yet the experiences of older users who acquire their PC skills without a struggle puts pay to the notion that you can’t teach an old dog new tricks.
So why is there such a difference? Why do some users find it so easy, while others struggle with every step? It’s certainly not an intelligence issue. We all know smart people who exhibit the fearful behavior described above.
It all comes down to rules. The (usually unwritten) rules that govern how interfaces operate. The rules that are rarely taught explicitly. In particular, the rules which determine how we use a mouse.
On a Windows PC, the mouse is the most fundamental method of interaction with the operating system and its applications. It is surprising therefore that new users are rarely taught how to use the mouse. An instructor teaching a newbie might suggest “Left-click on that button. Right-click on that icon. Double-click on that application”. The instructor is telling the user what to do with the mouse, but is failing to impart how to use the mouse. Crucially, the rules are not being conveyed. The basic rules of mouse interaction are short and simple
- Left-click to make a selection (e.g. a link / button / tick-box / menu item)
- Right click to open a context-sensitive menu
- Double left-click to open an application or document from an explorer window
OK. Slightly different terminology might be used to explain these rules to a new user (for example avoiding jargon like ‘context-sensitive’). And of course there are plenty of variations and exceptions to the rules. But for the kind of things that most newbies are likely to attempt, these rules are fit-for-purpose.
The problem with the directive teaching style (”Left-click on this. Right click on that”) is that everything about human-computer interaction then appears arbitrary. The user is forced to devote excessive mental effort into ‘learning’ applications and ‘remembering’ the correct sequence of button-presses. As the instructor, you’ll know that things have gone wrong when you ask your newbie to “click on x” and are met with reply “right click or left click?”.
If the fundamentals of human-computer interaction are taught in a way that misleads new users into seeing them as arbitrary, we should not be surprised when those users surmise that everything else about their interaction with the PC is arbitrary. The absence of rules from the user’s understanding of computer interaction is the root cause of the paralysis which subsequently affects their attempts to learn new applications. It is the reason that we’re met with questions like “Do I right click or left click here?… If I press the wrong one will I delete something / break the pc?… I know you just explained this to me, but I’ve forgotten already”. A new user’s claim to have ‘forgotten’ how to do something is another indicator that things are being learned by rote rather than by rules.
Of course, as noted at the start of this article, not all new users are afflicted by these issues. Some have tutors who explain the rules from the start. Others figure out the rules for themselves, and quickly make the logical leap between remembering the correct sequence of button presses, and applying the rules of interaction.
This article has dealt mainly with the ‘rules’ for using a mouse. But computer user interfaces are filled with rules that we expect to be applied consistently. For example, when presented with a choice of radio-buttons, only one can be selected. But when presented with a choice of tick-boxes, several (or even all of them) can be ticked. In principle these rules are easier for new users to learn because they are composed of strictly visual elements: a tick-box is very obviously ticked or not ticked. The effect of the user’s interaction with the computer is visually immediate and logically deducible: “if I click on the tick-box again, it’ll become unticked”. However, if the user has failed to grasp the fundamental rules of mouse interaction, the consequence might be that they double-click on the tick-box, and then wonder why they can’t get the tick-box ‘ticked’.
A frequent example of this issue is the propensity of many people to unnecessarily double-click on links inside web browsers. They have failed to fully grasp the rules of mouse-based interaction. Fortunately, the penalty for this specific misunderstanding is pretty low: a link that has been double-clicked will open anyway.
Expert users may fail to appreciate the importance of the rules until they’re faced with learning a new application which provides an interface that breaks the rules or implements them in odd ways. Older versions of Photoshop and The Gimp (an opensource alternative to Photoshop) are good examples of this.
Students of usability might correctly recognise the ‘rules’ for mouse interaction as another expression of the concept of mental models. They might also see this as an example of the difference between implicit and explicit knowledge. Mental models are more commonly used to explain users’ understanding (or misunderstanding) of objects such as toasters, elevators and ovens. There isn’t space in this article for a full discussion of mental models. But what makes the mouse example so interesting is the pivotal role it plays in our IT skills, and the lack of attention it gets when attempting to impart those skills to other people. The ‘rules’ may indeed be hidden, but that shouldn’t and doesn’t detract from their significance.
