<XML><RECORDS><RECORD><REFERENCE_TYPE>0</REFERENCE_TYPE><REFNUM>8449</REFNUM><AUTHORS><AUTHOR>Kotze,P.</AUTHOR><AUTHOR>Van Biljon,J.</AUTHOR><AUTHOR>Renaud,K.</AUTHOR></AUTHORS><YEAR>2007</YEAR><TITLE>Don't do this. Pitfalls in using anti-patterns in teaching human computer interaction principles.</TITLE><PLACE_PUBLISHED>Computers & Education</PLACE_PUBLISHED><PUBLISHER>N/A</PUBLISHER><LABEL>Kotze:2007:8449</LABEL><KEYWORDS><KEYWORD>human-computer interface</KEYWORD><KEYWORD> improving classroom teaching, pedagogical issues</KEYWORD></KEYWORDS<ABSTRACT>This paper explores the use of patterns and anti-patterns in teaching human-computer interaction. Patterns have proven efficacy as a knowledge transfer mechanism in many fields, including software development in the field of software engineering, and more recently in the field of human-computer interaction. In software engineering a concerted effort is also being made to identify and document anti-patterns for capturing expert knowledge and transferring this to novices. It is, however, essential that we ensure compatibility with the learner’s internal knowledge representation and processing, whether we are attempting to convey the knowledge in the format of a pattern or anti-pattern. The impact of mental models and cognitive processing of patterns and anti-patterns is discussed in this paper. Evidence from theories of mental modelling and reasoning that highlight possible significant dangers in the use of anti-patterns to teach novices human-computer interaction principles is presented and supported with empirical results from two experiments.</ABSTRACT></RECORD></RECORDS></XML>