Comparing the meaning of the learnability principle for children and adults

Abstract in English and AfrikaansThe learnability principle relates to improving usability of software, performance and productivity. It was formulated mainly for the adult user group. Children represent an important user group, but fewer guidelines exist for their educational and entertainment applications. This study compares these groups, addressing the question: “Does learnability of software interfaces have a different meaning for children and adults?”. A literature survey conducted on learnability and learning processes considered the meaning of learnability across generations. Users learning software systems were observed in a usability laboratory where eye tracking data could also be recorded. Insights emerged, from data analysis, showing different tactics when children and adults approached unfamiliar software and revealing aspects of interfaces they approached differently. The findings will help designers distinguish varying needs of users and improve learnability. An additional subprinciple of learnability, „engageability‟, is proposed. Factors that make products engaging for children are different from those engaging adults.Die leerbaarheidsbeginsel hou verband met die verbetering van die bruikbaarheid van sagteware, werkverrigting en produktiwiteit. Dit was hoofsaaklik vir die volwasse gebruikersgroep geformuleer. Kinders verteenwoordig in belangrike gebruikersgroep, maar minder riglyne is vir hulle opvoedkundige en vermaaktoepassings beskikbaar. Hierdie studie vergelyk hierdie groepe en speek die volgende vraag aan: “Het leerbaarheid van sagtewarekoppelvlakke verskillende betekenisse vir kinders en volwassenes?” „n Literatuuroorsig oor leerbaarheid en leerprosesse is uitgevoer met in ag neming van die betekenis van leerbaarheid vir verskillende generasies. Gebruikers is waargeneem in „n bruikbaarheidslaboratorium terwyl hulle geleer het om sagetware te gebruik. Data in verband met oogbewegings op die skerm is ook opgeneem. Insigte wat uit die data-analise te voorskyn gekom het toon verskillende taktieke wanneer kinders en volwassenes met onbekende sagteware gekonfronteer word. Hulle benadering tot sekere aspekte van „n koppelvlak verskil. Die bevindinge sal ontwerpers help om te onderskei tussen wisselende gebruikersbehoeftes. „n Addisionele sub-beginsel van leerbaarheid, naamlik „engageability‟ word voorgestel. Faktore wat „n produk aantreklik maak vir kinders is verskillend van dit wat volwassenes aantrek.Information SystemsM. Sc. (Information Systems

Comparing the meaning of the learnability principle for children and adults

The learnability principle relates to improving usability of software, performance and productivity. It was formulated mainly for the adult user group. Children represent an important user group, but fewer guidelines exist for their educational and entertainment applications. This study compares these groups, addressing the question: “Does learnability of software interfaces have a different meaning for children and adults?”. A literature survey conducted on learnability and learning processes considered the meaning of learnability across generations. Users learning software systems were observed in a usability laboratory where eye tracking data could also be recorded. Insights emerged, from data analysis, showing different tactics when children and adults approached unfamiliar software and revealing aspects of interfaces they approached differently. The findings will help designers distinguish varying needs of users and improve learnability. An additional subprinciple of learnability, „engageability‟, is proposed. Factors that make products engaging for children are different from those engaging adults.ComputingM. Sc. (Information Systems

Understanding learning within a commercial video game: A case study

There has been an increasing interest in the debate on the value and relevance using video games for learning. Some of the interest stems from frustration with current educational methods. However, some of this interest also stems from the observations of large numbers of children that play video games. This paper finds that children can learn basic construction skills from playing a video game called World of Goo. The study also employed novel eye-tracking technology to measure endogenous eye blinks and eye gaze fixations. Measures of both these indicators of cognitive processing further suggested that children in the study learned to play the two video games, World of Goo and Bad Piggies. Overall, the results of the study provide further support of the potential for children to learn by playing commercial video games