In this article, a new approach to the study of human–computer interaction (HCI) from the activity theory perspective is presented. A computer-based task was selected for demonstration purposes. Due to its complexity, variability, and number of mental components, the selected computer-based task presented difficulties in observation and formal description. Other tasks involving computers bared similar difficulties. In this study, it is demonstrated that activity theory, which has precise units of analysis and carefully elaborated concepts and terminology, can be useful in the study of HCIs. The examination and description of the computer-based task in this study are carried out through a systemic-structural analysis approach associated with activity theory. 1.

When facing emergency scenarios, several contingent factors may strongly condition the pre-defined response procedures. The proposed approach takes the perspective that an emergency response tool may guide the response effort. The tool adopts a conceptual model grounded on existing situation awareness models and research work done with High Reliability Organizations. The model structures the emergency management process in a set of dimensions that should be collaboratively correlated by the involved participants in order to mitigate the disruptive situation. An instantiation of the proposed approach is also described in the paper, focusing on IT service desk teams addressing emergency incidents that may compromise business continuity.

Web-based financial commentary, in which experts routinely express market-related thought processes, is proposed as a means for college students to learn vicariously about financial markets. Undergraduate business school students from a regional university were exposed to expert market commentary from a single financial Web site for a 6week period. When compared to a control group, students in the experimental group were found to possess higher levels of financial market awareness. Degree of engagement, as approximated by measures of project exposure time and effort, was significantly related to market awareness. Finance majors were found to be more engaged in the process than nonfinance majors. Although this study should be considered exploratory in nature, findings support the notion of using Web-based vicarious learning processes in financial education. Future research can extend the generalizability of these findings, as well as shape vicarious learning mechanisms for use across business disciplines.