Top-down learning strategies: Can they facilitate stylus keyboard learning?

Abstract

Learning a new stylus keyboard layout is time-consuming yet potentially rewarding, as optimized virtual keyboards can substantially increase performance for expert users. This paper explores whether the learning curve can be accelerated using top-down learning strategies. In an experiment, one group of participants learned a stylus keyboard layout with top-down methods, such as visuo-spatial grouping of letters and mnemonic techniques, to build familiarity with a stylus keyboard. The other (control) group learned the keyboard by typing sentences. The top-down learning group liked the stylus keyboard better and perceived it to be more effective than the control group. They also had better memory recall performance. Typing performance after the top-down learning process was faster than the initial performance of the control group, but not different from the performance of the control group after they had spent an equivalent amount of time typing. Therefore, top-down learning strategies improved the explicit recall as expected, but the improved memory of the keyboard did not result in quicker typing speeds. These results suggest that quicker acquisition of declarative knowledge does not improve the acquisition speed of procedural knowledge, even during the initial cognitive stage of the virtual keyboard learning. They also suggest that top-down learning strategies can motivate users to learn a new keyboard more than repetitive rehearsal, without any loss in typing performance. © 2004 Elsevier Ltd. All rights reserved.