The effect of display movement angle, indicator type and display location on control/display stereotype strength
Research output: Journal Publications and Reviews › RGC 21 - Publication in refereed journal › peer-review
Author(s)
Detail(s)
Original language | English |
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Pages (from-to) | 1146-1157 |
Journal / Publication | Ergonomics |
Volume | 60 |
Issue number | 8 |
Publication status | Published - 3 Aug 2017 |
Link(s)
Abstract
Much research on stereotype strength relating display and control movements for displays moving in the vertical or horizontal directions has been reported. Here we report effects of display movement angle, where the display moves at angles (relative to the vertical) of between 0° and 180°. The experiment used six different controls, four display locations relative to the operator and three types of indicator. Indicator types were included because of the strong effects of the ‘scale-side principle’ that are variable with display angle. A directional indicator had higher stereotype strength than a neutral indicator, and showed an apparent reversal in control/display stereotype direction beyond an angle of 90°. However, with a neutral indicator this control reversal was not present. Practitioner summary: The effects of display moving at angles other than the four cardinal directions, types of control, location of display and types of indicator are investigated. Indicator types (directional and neutral) have an effect on stereotype strength and may cause an apparent control reversal with change of display movement angle.
Research Area(s)
- compatibility, Control/display, display movement angle, indicator type, Wickens FORT model
Citation Format(s)
The effect of display movement angle, indicator type and display location on control/display stereotype strength. / Hoffmann, Errol R.; Chan, Alan H. S.
In: Ergonomics, Vol. 60, No. 8, 03.08.2017, p. 1146-1157.
In: Ergonomics, Vol. 60, No. 8, 03.08.2017, p. 1146-1157.
Research output: Journal Publications and Reviews › RGC 21 - Publication in refereed journal › peer-review