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Thesis (Ph.D.)--University of Hawaii at Manoa, 1994. / Includes bibliographical references (leaves 259-266). / Microfiche. / xviii, 266 leaves, bound ill. 29 cm

Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on November 26, 2007) Vita. Includes bibliographical references.

Thesis (M.S. in Systems Technology)--Naval Postgraduate School, December 2008. / Thesis Advisors: Jones, Carl R. ; Boger, Dan C. "June, 1992." Description based on title screen as viewed on April 16, 2009. Includes bibliographical references (p. 107). Also available in print.

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1990. / Vita. Abstract. Includes bibliographical references (leaves 191-200). Also available via the Internet.

Thesis (M.A.I.S.)--Marylhurst University, 2007. / Printout. Includes bibliographical references (leaves 84-88). Also issued online.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 220-230). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--Oklahoma State University, 1997. / Includes bibliographical references (leaves 114-123).

Thesis (Ph. D.)--University of Maryland at College Park, 1993. / Includes bibliographical references (leaves 244-254).

Since MYCIN, explanation has become a fundamental feature of knowledge-based systems (KBS). Among the common deficiencies of KBS explanations, the most acute one is the lack of knowledge. This dissertation research investigates the use of explanations provided with hypertext for increasing the availability and accessibility of domain knowledge. The ultimate objective is to determine the behavioral and cognitive basis of the use of hypertext in providing KBS explanations. Two informationally equivalent KBS were comparatively studied in a laboratory setting: one used hypertext to provide explanations, while the other one used conventional lineartext. The experiment involved 26 experienced professionals, and 29 undergraduate and graduate students specializing in accounting. Subjects used the experimental KBS to work on a realistic problem of financial analysis. Both the process and outcomes of explanation use were assessed. Outcome variables included improvement in decision accuracy, trust in the KBS, and perceived usefulness of explanations. In addition to questionnaires used to measure decision accuracy and perceptions, computer logs were used to capture the number, type, and context of explanation use. Thinkingaloud procedures were used to assess the nature of explanation use. Results indicate that the use of hypertext for providing explanations significantly improved decision accuracy, and influenced users' preference for explanation types, and the number and context of explanation requests. Enhanced accessibility to deep explanations via the use of hypertext significantly increased the number of deep explanations requested by both novices and experts. Verbal protocol analysis shows that the lack of knowledge and means of accessing deep explanations could make it difficult to understand KBS recommendations, and that deep explanations could improve the understandability of KBS advice, especially in cases where unfamiliar domain concepts were involved. In the hypertext group, about 37% of the deep explanations were requested in the context of judgment making, rather than in the abstract. While only about 28% of the deep explanations requested by the lineartext group were the How type, 42% were the How type for the hypertext group. Experts and novices had different preferences for explanation types. Experts requested a much higher percentage of How, and lower percentages of Why and Strategic explanations, than novices. Verbal protocol analysis illustrates that experts and novices used explanations for different purposes. / Business, Sauder School of / Management Information Systems, Division of / Graduate