Usability issues in mobile learning: Students' perceptions in Pakistani universities

Usability in mobile devices, for learning, has drawn researchers’ attention since the term mobile learning has been coined in teaching and learning arenas. Current mobile devices in the market have ignored the design and styles for learning purposes. Although mobile devices have some features for games purposes, there are other important usability characteristics that ought to be considered to support learning. Therefore, mobile learning researchers need to investigate the learning options with the available capabilities of mobile devices. Students in developing countries reported more problems related to usability based on their individual experiences dealing with mobile devices for learning purposes. This paper aims to identify the implications of usability in mobile devices for learning based on research conducted in Pakistan

A Mixed Method Approach for Evaluating and Improving the Design of Learning in Puzzle Games

Despite the acknowledgment that learning is a necessary part of all gameplay, the area of Games User Research lacks an established evidence based method through which designers and researchers can understand, assess, and improve how commercial games teach players game-specific skills and information. In this paper, we propose a mixed method procedure that draws together both quantitative and experiential approaches to examine the extent to which players are supported in learning about the game world and mechanics. We demonstrate the method through presenting a case study of the game Portal involving 14 participants, who differed in terms of their gaming expertise. By comparing optimum solutions to puzzles against observed player performance, we illustrate how the method can indicate particular problems with how learning is structured within a game. We argue that the method can highlight where major breakdowns occur and yield design insights that can improve the player experience with puzzle games

Securing the Elderly: A Developmental Approach to Hypermedia-Based Online Information Security for Senior Novice Computer Users

Whilst security threats to the general public continue to evolve, elderly computer users with limited skill and knowledge are left playing catch-up in an ever-widening gap in fundamental cyber-related comprehension. As a definable cohort, the elderly generally lack awareness of current security threats, and remain under-educated in terms of applying appropriate controls and safeguards to their computers and networking devices. This paper identifies that web-based computer security information sources do not adequately provide helpful information to senior citizen end-users in terms of both design and content

Foregrounding accessibility for user experience design

textI am interested in creating generative tools and techniques for designing accessible user experiences for end users. As a user experience designer, I am working on embracing the web accessibility standards and guidelines and including them from the beginning of the User Experience (UX) design process. My projects are directed at facilitating design students and professionals to understand two things: that the broad concept of web accessibility is important, and how they can embed web accessibility into the UX design process at a very early stage. To do this, I used different media (website, posters and videos etc.) to create awareness and educate designers in an interesting, simple and engaging way. In this report, I will discuss the definition and role of accessible design, identify limitations in existing tools and methods, and demonstrate how future designers might research, prototype, analyze, and implement their designs for all users.Desig

User-Accustomed Interaction: An Usability Approach for Designing Mobile Application for Novice and Expert Users

The development of smartphone applications is prevailing globally, including the underserved communities consisting of a huge group of novice users. In spite of the growing number of novice users, we hardly consider usability for users with varying expertise level when we evaluate performance and satisfaction with usage of mobile applications. In this study, we argue that it is not suitable to design one interface for all users of progressively varying communities. Based on theories in design science research, we propose a user-accustomed approach to adapt mobile applications that integrate three types of interaction elements, namely localization, structural navigation and illustration. In an investigation of the proposed approach on mobile application, we empirically proved the effects of user-accustomed interaction techniques on performance and satisfaction between novice and expert users. The findings provide significant theoretical and practical implications for design and implementation of user interfaces on mobile application

Embedding accessibility and usability: considerations for e-learning research and development projects

This paper makes the case that if e‐learning research and development projects are to be successfully adopted in real‐world teaching and learning contexts, then they must effectively address accessibility and usability issues; and that these need to be integrated throughout the project. As such, accessibility and usability issues need to be made explicit in project documentation, along with allocation of appropriate resources and time. We argue that accessibility and usability are intrinsically inter‐linked. An integrated accessibility and usability evaluation methodology that we have developed is presented and discussed. The paper draws on a series of mini‐case studies from e‐learning projects undertaken over the past 10 years at the Open University

TOWARDS USABILITY INTEGRATION INTO E-LEARNING DESIGN

While e-learning use has sharply increased, the drop-out rate is high. This paper addresses some of the aspects that cause users to reject e-learning and not finish. It focuses on the concept of “usability”, especially pedagogical usability that is currently central to usability design. While the term is nebulous, it is identified by attributes such as learnability, efficiency and (subjective) satisfaction. Attributes can be measured and designers add new ones as the need arises. Satisfaction has become the focus of pedagogical usability experts who claim the term includes motivational and emotive factors and may be measured by psychometric testing. Currently, efforts are underway to integrate pedagogical usability into e-learning design and create attractive, flexible features that are easy to handle and available on demand. Efforts are also underway to design mobile learning that incorporates usability principles. Usability improvements have been incremental because the e-learning process is not clear to designers, but it is expected that awareness and innovations will correct this problem in the future

Towards Usability Guidelines for Mobile Websites and Applications

The market for mobile devices is growing rapidly nowadays. Constant technolog-ical improvements provide great opportunities for the creation of mobile applica-tions. For the success of a mobile application or website, one of the main con-cerns, besides security issues, is usability. Poor usability decreases user produc-tivity and consequently causes loss of users. In order to avoid these problems, usability aspects have to be considered already during the design phase of the ap-plication, e.g. by following predefined usability guidelines. Although usability guidelines for web development are already in place since the 1990s, structured and evaluated usability guidelines for mobile applications can rarely be found in scientific literature. Thus, in this paper we introduce a catalogue of usability guidelines for mobile applications and websites, and subsequently demonstrate their usage by applying them in two case studies: the development of a mobile application and a mobile website