• Archives of design research
• /
• v.16 no.2
• /
• pp.415-424
• /
• 2003

People store information not only in their Drain but also material things. Norman called it knowledge in the world. The general way to store the information is to paste labels. 4 burner gas range force user to make conceptual model between burner and switch to see labels. but those are cognitive stress. Norman suggested spatial analogies for natural mapping between display and control. However the way of his methods in spatial analogies was not compatible with kitchen atmosphere. To solve those problems 1 suggested color coding . This study hypothesized that the mapping between burner and switch is realized by color coding. To testy the hypothesis 1 compared A group using general gas range with B group using color coded gas range. The result showed difference between A and B in accuracy ( F (1, 38) = 17.892, p < 0.01) and response time ( F (1, 38) = 6.726 p < 0.05). The result of this test is to certify that color coding affect peoples by presenting the difference accuracy and response time. As result this study presents that color coding can be compatible the product having importance to certify in the design process.

• Journal of the Korean Geographical Society
• /
• v.46 no.4
• /
• pp.534-553
• /
• 2011

Analogical thinking is a problem-solving strategy to use a familiar problem (or base analog) to solve a novel problem of the same type (the target problem). The purpose of this study is to provide new insight into geography teaching and learning by connecting cognitive science research on analogical thinking with issues of geography education and suggest that teaching with analogies can be a productive instructional strategy for geography. In this study, using the various examples of analogical thinking used in geography we defined analogical thinking, addressed the theoretical models on analogical transfer, and discussed conditions that make an effective analogical transfer. The major research findings include the following: a) the spatial analogy, indicating skills to find places that may be far apart but have similar locations, and therefore have other similar conditions and/or connections, can provide a useful way to design contents for place learning; b) representational transfer, specifying a common representation for two problems, can play a key role in solving geographic problems requiring data visualization and spatialization processes; and c) either asking learners to compare/analyze similar examples sharing common structure or providing them examples bridging the gap between concrete, real-life phenomena and the ideas and models can contribute to learning in geographic concepts and skills. The spatial analogy requiring both geographic content knowledge and visual/spatial thinking has the potential to become a content-specific problem-solving strategy. We ended with recommendations for future research on analogy that is important in geography education.