RU2407061C1 - Method of training operator to type on computer keyboard - Google Patents

Abstract

FIELD: information technology.

SUBSTANCE: for professional training of personal computer operators through a local area network or Internet, an operator is given text fragments differing in complexity of reading and typing, and typing success is evaluated from the rate of reading a text fragment from the monitor, rate of typing text on the keyboard and conformity of the typed text to the given test.

EFFECT: higher accuracy of evaluating aptitude for taking a test, adaptability of the test depending on individual aptitude of the operator by providing tests differing on level of complexity of reading and memorising the text and typing.

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Description

The invention relates to psychophysiology and computer technology and can be used for training personal computer operators through a connection on a local network or the Internet.

Operator training in typing is based on neurophysiological mechanisms for the development and implementation of sensory, motor and intellectual skills.

There is a standard method for determining the level of skill of typing on the keyboard (Unified norms of time (development) for typewriting works. M: Economics, 1988) / 1 /. According to the standards, to determine the level of training of the operator, they type in any text within 5 minutes, count the number of characters typed and the skill level is determined as the number of characters typed, per minute. The disadvantage of this method is the low accuracy of assessing the skill level of typing, since the speed of typing depends on the complexity of the text and the way it is presented. So, when presenting a text in the form of a visual stimulus, the overall typing efficiency depends on the level of development of the reading skill.

In accordance with the traditional technique of teaching typewriting, a large proportion of the time is devoted to repeated repetitions of the simplest exercises associated with pressing the same keys. For example, to practice blows only on the keys of the second main row, that is, to remember the location of the letters Ф -Ы-В-А-П for the left hand and Р-О-Л-Д-Ж-Э for the right hand, 28 exercises with a common the number of repetitions of more than two hundred times (Kuznetsova A.N., Wagenheim R.N. Typewriting. M: Higher School, 2001, p.21-27) / 2 /. This leads to an increase in the duration of training, as well as to an inadequate assessment of the level of development of a skill by typing speed, since up to the last stages of training a full-fledged typing skill is not formed.

This drawback is eliminated by using the accelerated learning methods of typewriting based on the theory of gradual formation of skills (Badmaev B.T. Psychology and accelerated learning methods. - M .: Humanit. Publishing Center "Vlados", 1998. pp. 117-126, http: //www.pedlib.ru/Books/1/0244/1_0244-117.shtml) / 3 /. The student organizes actions on the entire keyboard immediately and simultaneously on all rows of keys. Due to this, the assessment of skill development is adequate throughout the training. Typically, at the beginning of training, the typing speed is very slow, but then quickly increases. However, this technique does not provide for differentiation according to the complexity of the typed texts, giving this issue to the discretion of the teacher. The complexity of the texts proposed for the exercise affects both the current typing speed, which serves as an indicator of the skill, and the dynamics of the learning process, since too complex a text leads to quick fatigue due to a lot of stress, and too simple text, for example, repeated repetitions of the same phrases, leads to a decrease in motivation to continue learning.

The problem of adaptive differentiation according to the complexity of tasks is solved in the method of monitoring the professional suitability of the operator (RU 2199272 C1, 7 АВВ 5/16, А61В 5/18, 2003-02-27) / 4 /, in which the operator’s actions for correctness are controlled, and the comparison they are performed according to n levels of complexity, with errors or untimely reaction of the operator in an amount equal to the number of the level of difficulty plus one, testing is continued at the next, higher level of complexity. With the correctness and timeliness of the operator’s actions, they return to the level of complexity at which the operator initially made mistakes or did not timely respond to the proposed situation. In the process of completing the task, the operator performs manipulation of the vehicle controls.

There is a method of evaluating the effectiveness of training in automated operator skills (SU 1743585 A1, АВВ 5/16, 1992-06-30) / 5 /, according to which a multi-channel electroencephalogram is recorded with the operator before and after training, and a significant increase in the coherent function between all leads is determined development of automated skills. The known method does not allow to evaluate which of the skills is automated. So, when teaching typing, the components of reading and typing skills on the keyboard can develop asynchronously, which will lead to uncertainty in the results obtained when processing the brain’s biopotentials. In addition, the use of equipment for recording an electroencephalogram has limitations when learning via the Internet, associated with the delivery and installation of equipment to a remote user.

The closest in purpose and implementation to the claimed invention is a method of psychological testing, including training a subject by presenting visual stimuli of varying complexity (WO 0211102 A1, G09B 5/02, 02/07/2002) / 6 /, comprising:

- in presenting the test by means of information output (computer monitor) and by means of information input (keyboard);

- presenting instructions in the form of a visual demonstration (simulation) of how to perform the test;

- repeated presentation of the instructions in the form of a visual demonstration;

- performing psychological testing through a variety of tests and presenting instructions in the form of a visual demonstration for each of the many tests so that the subject can learn to perform the test;

- in performing the test by the subject after instructing using input means;

- in the alternate change in instructing the subject and performing his test;

- at the end of instruction and the beginning of the assessment of the subject, when the subject is able to satisfy the development criterion for this test, which is the successful completion of three consecutive tests;

- to use as a means of testing a computer programmed to perform this method;

- testing, including the presentation of visual stimuli;

- testing, including random variation in the time of presentation of visual stimuli;

- testing, including measuring the response time of the subject;

- testing, including the exclusion of answers whose execution time is less than a predetermined minimum;

- visual stimuli are culturally significant;

- visual stimuli are images of playing cards, dominoes, etc .;

- testing includes a demonstration of the correct use of input tools to perform this test;

- obtaining an indicator of correct and incorrect responses of the subject;

- monitoring the activities of the subject, including:

a) obtaining the results of the benchmark when repeating the test by the subject until the subject is convinced that he is performing the test at a level close to optimal, and using these results as the result of the benchmark,

b) obtaining the results of the comparative test when the subject repeats the test at the time when monitoring is required, until the subject is convinced that he is performing the test at a level close to optimal, and using these results as the result of the comparative test; and comparing this result with a reference for monitoring the activities of the subject,

- the use of this method to monitor the deterioration of test results during the development of the disease and changes in the results of therapeutic intervention.

The prototype method is ineffective for training an operator to type on a computer keyboard for the following reasons:

1. The lack of adaptability of test tasks depending on the skill level of the subject leads to an increase in training time with an initial low level of skill in performing the test.

2. The criterion for the development of this test is the successful completion of three consecutive tests. Such an assessment is unreliable because it is of high quality and does not meet the accepted criteria of reliability.

The objective of the present invention is to increase the effectiveness of learning the skill of typing on a computer keyboard by achieving new technical results:

- ensuring the adaptability of the test depending on the skill level of the operator by presenting test tasks that differ in terms of difficulty in perception and typing;

- improving the reliability of assessing the formation of the skill by highlighting the reading and typing skills and reliable quantitative assessment of their formation at any stage of training, regardless of the number of errors made by the operator.

These technical results are achieved by the fact that the method of teaching the operator how to type on a computer keyboard is to provide instructions for performing the test and repeating the test several times, which includes presenting the test task in the form of visual stimulus on the computer screen, entering the answer corresponding to the test task using the computer keyboard, and assessment of the success of the test when satisfying a given criterion for the formation of the skill.

According to the invention, as a test task, the operator is presented with text fragments that differ in the complexity of reading and typing. Evaluation of the success of the test when meeting the specified criteria for the formation of typing skills is done by the speed of reading a text fragment on a computer screen, the speed of typing on the keyboard and the correspondence of the typed text to the presented test task, reduce the complexity of test tasks for reading while lowering the reading speed less than the specified minimum speed reading, increase the level of complexity of test tasks for reading while increasing the reading speed more than the specified maximum speed reading growths, reduce the difficulty level of test tasks for typing while lowering the typing speed less than the specified minimum typing speed, increase the difficulty level of test tasks for typing while increasing the speed of typing more than the specified maximum typing speed, provided that the typed text matches the test task, and testing the operator is stopped as if the typing speed is lower than the specified minimum typing speed, if the difficulty levels of the tasks presented for h reading and typing are minimal, and when the reading speed is higher than the specified maximum reading speed and typing speed is greater than the specified maximum typing speed, if the difficulty levels of the presented tasks for reading and typing are maximum.

In the particular case of execution:

- text fragments are stored in the database of test items;

- each text fragment is assigned an assessment of the level of difficulty for reading in points from 1 to 5;

- each text fragment is assigned an assessment of the difficulty level for typing on the keyboard in points from 1 to 5;

- The minimum reading speed is 0.3 words / s;

- The maximum reading speed is 3 words / s;

- the minimum typing speed on the keyboard is 1 character / s;

- The maximum typing speed on the keyboard is 4 characters / s.

The choice of a five-point system is due to the minimum number of gradations of complexity to achieve adaptability of the test depending on the skill level of the operator. The indicated standard values of the reading speed and typing speed on the keyboard are obtained experimentally and set the range of the optimal testing speed during training.

The invention is illustrated by drawings.

Figure 1 shows a flowchart of a method for teaching a set of text on a computer keyboard.

Figure 2 shows a graph reflecting the dynamics of the arithmetic mean time of test tasks of average reading difficulty L _R = 3 and typing L _N = 3 by a particular operator during eight workouts, and the proportion of test tasks time spent on reading and typing.

Figure 3 shows an example of the distribution of types of text in the database of test tasks from the level of reading complexity L _R and the level of typing difficulty L _N on a five-point system.

Figure 4 shows a graph of the level of typing skill E _N (number of characters / s) on the training date (month-day) of the operator with high complexity of test tasks for typing.

Figure 5 shows a graph of the dependence of the level of typing skill E (number of characters / min), determined by the standard method / 1 /, on the training date (month-day) of the operator with high complexity of test tasks for reading.

Figure 6 shows a graph of the dependence of the level of typing skill E (number of characters / min), determined by the standard method / 1 /, on the training date (month-day) of the operator with high complexity of test tasks for typing.

Figure 7 shows a graph of the dependence of the reading skill E _R (number of words / s) on the training date (month-day) of the operator with high complexity of test tasks for reading.

On Fig is a graph of the dependence of the reading skill level E _R (number of words / s) on the training date (month-day) of the operator with high complexity of test tasks for typing.

Figure 9 shows a graph of the level of typing skill E _N (number of characters / s) on the training date (month-day) of the operator with high complexity of test tasks for reading.

A flowchart of a method for training an operator to type in text on a computer keyboard (FIG. 1) contains a database 1 containing test items along with estimates of the difficulty of reading L _R and typing L _N on a five-point scale. The database 1 is connected to the input of the test task selection unit 2, the first output of which is connected to the output means (display) 3. The operator performs the task using the input means (keyboard) 4, the output of which is connected to the recording unit for reading the text fragment T _R 5, recording unit time set text fragment T _N 6, dialed digits recording unit 7, a first output connected to block counting the number of symbols N _S 8 output from the second counting unit number of words N _W 9, a third output connected to the first Rin the house of the unit for verifying the correct execution of tasks 10, to the second input of which the second output of the block for selecting test tasks 2 is connected. The outputs of the blocks 5, 6, 8, 9 and the DB of constants 11 are connected to the calculator of the effectiveness of the test 12. The output of the calculator of efficiency 12 is connected to the timer 13 , which, if triggered, leads to the interruption of the cycle and switching to the calculator of the final grade 14. Otherwise, the switch 13 is connected to the block for selecting the difficulty level of tasks 15. The difficulty levels L _Ri and L _Ni are selected based on p values of Q _i calculated in blocks 10 and 12, reading efficiency E _Ri and typing E _Ni . The output of the task difficulty level selection block 15 is connected to a switch 16, which is connected to the second input of the task selection block 2. When the test is stopped, switch 16 activates the final grade calculator 14. The final grade of the operator’s skill is composed of values obtained statistically from single ratings accumulated in the memory of blocks 2, 10, and 12 during testing (the connections of these blocks with the computer of the final grade 14 are not shown in the block diagram). The output of the calculator of the final grade 14 is connected to the input of the database of the final grade 17.

The operations of the method are as follows.

In the database of test tasks 1 enter text fragments that vary in level of difficulty on a five-point scale (figure 2). Test tasks in the form of complete sentences from words familiar to the operator are assigned medium difficulty levels for reading L _R = 3 and typing L _N = 3. Poems, proverbs and other standard phrases are easier to understand and remember and therefore correspond to L _R <3. For test tasks with lower typing complexity L _N <3, multiple repetitions of several typical tasks are used up to the achievement of automatism when pressing keys. The large content in the text of complex unfamiliar terms and difficult to remember sequences of words corresponds to a higher complexity for reading L _R > 3. The relatively high typing complexity L _N > 3 corresponds to the presence of long unusual words with rare characters in the text, as well as mathematical formulas and a large number of punctuation marks. The minimum level of complexity of test tasks L _R = 1, L _N = 1 is provided for elementary activities, the implementation of which indicates that the operator is able to continue testing, for example, a set of text fragments representing a set of sequences of 2-4 letters. The maximum level of complexity of test tasks L _R = 5, L _N = 5 corresponds to a terminologically complex text with a large number of mathematical or chemical formulas and abbreviations.

At the beginning of the work, the operator is located in front of the display 3 of the computer connected to the local network or the Internet. The computer keyboard is within reach of both hands of the operator. The operator opens a standard browser window and enters the site, whose work is provided by a special computer program. The operator on the screen is instructed to type as quickly as possible and without errors. During testing, two text fields are located on display 3 - upper and lower. A text fragment is presented in the upper field, which is initially hidden and becomes visible after clicking on the special "Show" button. When you click on any other buttons, the text fragment disappears. For typing, use any available alphanumeric and other auxiliary buttons. Testing of the operator begins with the selection of tasks 2 (Fig. 1) of medium difficulty. The selected task Z _{i is} presented at the top of the screen of the display 3 in the form of a visual stimulus, consisting of 1-3 lines of text with a character height of 7 mm. The operator’s actions consist in reading the text one by one from the display screen 3 and typing the read text by successively pressing the alphanumeric and auxiliary input buttons from the keyboard 4. The site software module provides registration of T _R 5, T _N 6 and the sequence of characters typed by the operator 7. Then count the number of dialed characters N _S 8 and the words N _W 9. Based on the obtained values, the operator’s work efficiency is calculated. Overall performance is made up of reading efficiency and typing efficiency.

The job Z _i includes one or more text input operations O _ij . For each operation O _ij, the reading efficiency indicators E _Rij and the collection efficiency E _{Nij are calculated} . To obtain E _Ri and E _Ni, these indicators are averaged.

Reading efficiency is calculated by the formula:

- нормативная скорость чтения, требуемая по окончании обучения,

- нормативная минимальная скорость чтения, допустимая для продолжения тренировки.where N _Wi is the number of typed words, T _Ri is the reading time,

- the standard reading speed required at the end of the training,

- The normative minimum reading speed allowed to continue training.

The effectiveness of typing is calculated by the formula:

- нормативная скорость набора, требуемая по окончании обучения,

- нормативная минимальная скорость набора, допустимая для продолжения тренировки.where N _Si is the number of typed characters, T _Ni is the set time,

- the standard speed of recruitment required at the end of training,

- The normative minimum set speed allowed to continue training.

The choice of difficulty levels 15 reading L _R and typing L _{N is} carried out in accordance with the following conditions:

where E _Ri is the reading efficiency of the i-th fragment of the text, E _Ni is the collection efficiency of the i-th fragment of the text, Q _i is the quality of the collection of the i-th fragment of the text, Q ^* is the minimum acceptable level of quality of the job. The penultimate rule is triggered if the task is not completed and further training is pointless. The last rule is triggered if the task is performed with an efficiency higher than the maximum standard level.

The operator confirms completion of the test task by pressing the "Enter" button. After that, they present the following similar test task, the text of which is initially hidden. During the set, the operator has the opportunity to verify the correctness of the entered text displayed in the lower field, including comparing it with the text presented in the upper field. If the operator makes a mistake and notices this, then he can correct it, thereby achieving a higher quality score for the job Q _i , while the time taken to correct the error reduces the calculated indicator of the efficiency of the set E _Ni .

Due to the choice of difficulty levels 15, depending on the estimated efficiency of the current test task, the complexity of the test is adapted to the skill level of the subject, which was not achieved in the prototype method. At the same time, the difficulty level of the test tasks is adapted separately to both the reading skill level by selecting tasks with the required L _R and the typing skill level by selecting tasks with the required L _N.

As a result of the method, a comprehensive assessment of the level of typing skill on a computer keyboard is obtained, which consists of the level of complexity of typical tasks that the operator is able to perform, the effectiveness and quality of the test tasks of this level of complexity. Assessment of skill formation of 14 operators is determined by five indicators:

- медиана множества значений уровня сложности чтения {L_R1…L_Rn} за время тестирования,

- медиана множества [L_N1…L_Nn},

- средняя за тренировку эффективность чтения при

,

- средняя за тренировку эффективность набора при

,

- гармоническое среднее качества набора, n - количество выполненных заданий.Where

- the median of the set of values of the reading difficulty level {L _R1 ... L _Rn } during the testing,

is the median of the set [L _N1 ... L _Nn },

- average per workout reading performance at

,

- average recruitment efficiency per training at

,

is the harmonic average quality of the set, n is the number of completed tasks.

where Q _i is the quality of the set of the i-th text fragment, n is the number of completed tasks.

These indicators are obtained as a result of each test task. With repeated repetition due to averaging of indicators for each test task, the accuracy of typing skill level assessment increases in accordance with (4) and (5). Thus, high reliability is achieved for assessing the formation of typing skills on a computer keyboard, regardless of the number of completed test tasks.

In the process of learning the typing skill, the operator increases both the speed of reading and the speed of typing on the keyboard. With repeated repetitions of the training test, the dynamics of the growth of the reading speed depends on the degree of familiarity with the terms used, the coherence of the text, language, the level of fatigue of the visual system and other factors. The dynamics of the growth of typing speed during training depends on the initial level of knowledge of the keyboard, the use of visual control of the accuracy of pressing, the development of fine motor skills of fingers, fatigue of the hands, etc. When training a particular operator, the dynamics of growth in reading speed and typing speed may vary. As follows from figure 3, for eight hours of training a particular novice operator, the total reading time was more than halved from 20 to 7 minutes, while the total dialing time was not significantly changed. Thus, training in reading skills with a given operator is faster than training in typing skills. Due to individual differences in the ability to learn, it is a priori impossible to pick up the complexity of test tasks that are optimal for all operators. The need for test adaptability depending on the skill level of the operator was demonstrated when testing with two types of test tasks A, B of a group of students of the biological faculty:

type A - tasks with high reading complexity (obscure language),

type B - tasks difficult to set, associated with the lack of knowledge by the operator of the location of characters on the keyboard at the time the training begins.

As follows from figure 4, the level of typing skill E (the number of characters / min), determined by the standard method / 1 /, with a high complexity of test tasks for reading at one of the students rises for three weekly workouts from 40 to 50 characters / min. A similar increase in the level of typing skill Ј from 40 to 50 characters / min is observed for the same student with high typing difficulty (Fig. 5). However, if in the case of high reading complexity, the increase in typing speed was due to an increase in the reading speed from 0.3 to 0.4 words / s (Fig. 6) with a practically constant typing speed of about 2 characters / s (Fig. 8), then in the case of high complexity As a result of a set, the overall increase in the speed of work was due to an increase in the speed of typing from 1 to 1.4 characters / s (Fig. 7) in the absence of a stable tendency to change the speed of reading (Fig. 9). Thus, separate estimates of the reading efficiency E _R and the typing efficiency E _N more reliably characterize the level of formation of the typing skill on the computer keyboard in cases where reading and typing skills are not developed equally. Such situations are typical for novice users, when they first learn the keyboard, as well as for experienced users, when they are faced with the need to work with rare or unknown characters, terms and languages.

The method was used in teaching students typing skills on a computer keyboard in the scientific and educational center "Neurophysiology and Ergonomics" of the Southern Federal University.

Claims (8)

1. A method of training an operator to type text on a computer keyboard, which consists of presenting instructions for performing the test and repeating the test several times, which includes presenting the test task in the form of visual stimulus on the computer screen, entering the answer corresponding to the test task using the computer keyboard, and evaluating the success of the test when meeting the specified criterion for the formation of the skill, characterized in that the text fragments are presented to the operator as a test task, times crawling on the difficulty of reading and typing, assessing the success of the test when meeting the specified criterion for the formation of typing skills is done by the speed of reading a text fragment on a computer screen, the speed of typing on the keyboard and the correspondence of the typed text to the presented test task, reduce the complexity of test tasks for reading with a decrease in reading speed less than the specified minimum reading speed, increase the level of complexity of test tasks for reading with increasing speed Reading speeds are greater than the specified maximum reading speed, reduce the difficulty level of test tasks for typing while lowering the typing speed less than the specified minimum typing speed, increase the difficulty level of test tasks for typing when the speed of typing is higher than the specified maximum typing speed, provided that the text is typed test task, and operator testing is stopped as if the typing speed is lower than the specified minimum typing speed, eu and levels of complexity imposed tasks for reading and typing is minimal, and with an increase in the speed of reading more than the specified maximum speed of reading and typing speed is greater than a predetermined maximum speed dial, if the levels of complexity imposed tasks for reading and typing maximized. 2. The method according to claim 1, characterized in that the text fragments are stored in the database of test items. 3. The method according to claim 1, characterized in that each text fragment is assigned an assessment of the level of difficulty for reading in points from 1 to 5. 4. The method according to claim 1, characterized in that each text fragment is assigned an assessment of the difficulty level for typing on the keyboard in points from 1 to 5. 5. The method according to claim 1, characterized in that the minimum reading speed is 0.3 words / s. 6. The method according to claim 1, characterized in that the maximum reading speed is 3 words / s. 7. The method according to claim 1, characterized in that the minimum typing speed on the keyboard is 1 character / s. 8. The method according to claim 1, characterized in that the maximum typing speed on the keyboard is 4 characters / s.

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