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As the amount of information accessible via computer systems increases, so do problems associated with presenting information that can be assimilated easily and accurately. Many researchers advocate the graphical presentation of information to allow for effortless perception and organization of information. Research in many diverse areas has focused on determining effective information presentation. Educational researchers compared graphical and tabular displays in classroom settings (Rigney & Lutz, 1976; Washburne, 1927) and results indicate pictorial or graphical representations effectively aid problem solving performance. Statisticians contributing to this area have concentrated on design aspects of graphs and tables, and have produced manuals describing design guidelines. Research generated by statisticians (Carter, 1947;1948a;1948b) indicates that graphs enhanced performance for tasks requiring data interpolation, while tables enhanced performance for tasks requiring the reading of specific values. The major focus from the Human Factors perspective concerns general design issues, such as brightness, contrast, and color. Tullis (1981) compared tabular and graphical displays for a telephone diagnostic task and found no differences for type of display. Schutz (1961) compared line, vertical bar, and horizontal bar graphs for a trend analysis task and found subjects performed best with the line graph, followed by the vertical bar and lastly with the horizontal bar graph.

Problem solving performance and display preference for information displays depicting numerical functions