Victoria Smy

发表

Some advantages in delaying information access cost at an interface

Phillip L. Morgan, John Patrick, Victoria Smy, 2013 .

Eliciting Expert Knowledge to Inform Training Design

Natalie Clewley, Victoria Smy, Lorraine Dodd, 2019, ECCE.

The effects of task complexity on performance in constraint satisfaction design

Victoria Smy, Victoria Smy, 2013 .

Designing interfaces to encourage more intensive and effective cognitive processing

Victoria Smy, Leyanne Tiley, Helen Seeby, 2014 .

KNOWLEDGE AND SKILLS RETENTION IN SUSTAINING E-LEARNING CAPABILITY

Victoria Smy, Marie Cahillane, Piers MacLean, 2015 .

Novel application of a predictive skill retention model to technical VLE content production skills among Higher Education teachers: a case study

Victoria Smy, Marie Cahillane, Piers MacLean, 2019, Interact. Learn. Environ..

Novel Training Techniques for Novice Timetablers

Victoria Smy, Helen Seeby, John Patrick, 2014, HCI.

Designing the Interface to Encourage More Cognitive Processing

Phillip L. Morgan, Victoria Smy, Leyanne Tiley, 2014, HCI.

Some effects of increasing external constraint rules on design performance in a timetabling task

Victoria Smy, John Patrick, 2012, ECCE.

Exploiting the Soft Constraints Hypothesis to Mitigate Interruption Effects

Phillip L. Morgan, Victoria Smy, John Patrick, 2011, CogSci.

A Novel Approach to Cognitive Engineering: Manipulating Access Cost

Phillip L. Morgan, Victoria Smy, Helen Seeby, 2013, HCI.

The nature of complexity facing novice designers in a constraint satisfaction task

Victoria Smy, Helen Seeby, John Patrick, 2015, Ergonomics.

Sensemaking and metacognitive prompting in ill-structured problems

Victoria Smy, Marie Cahillane, Piers MacLean, 2016 .

A case study of the barriers and enablers affecting teaching staff e-learning provision

Victoria Smy, Marie Cahillane, Piers MacLean, 2016 .

COGNITIVE AND METACOGNITIVE PROMPTING IN ILL-STRUCTURED TASKS : THE ART OF ASKING

Victoria Smy, Marie Cahillane, Piers MacLean, 2015 .