Information Technology Reference
In-Depth Information
Ta b l e 2
Usability results, divided into negative and positive
Category
Negative
Positive
Number
negative
Number
positive
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lack of human presence or animation
most beautiful page for many children
enjoyable
and usable dashboard effect
nice imag
es
male learners choose the male avatars, female
learners
choose the female avatars
3.00
2.00
Navigation buttons
next button overlooked
next button area too narrow
2.00
1.00
Avatars
no browsing besides the 2nd avatar
no clear role of avatar after being chosen
no perception of the avatar's growth or the avatar's
relations with points
no black avatars
4.00
2.00
Choosing topics
book titles too small
children l
iked the general layout
beautiful spatial map for choosing stories of a topic
clear spa
tial map for choosing stories of a b
ook
deaf children in Treviso first read then looked at
images fo
r fixing in mind what they had rea
d
story plots were generally judged funny and creative,
instructiv
e and with a deep meaning
children, in particular younger ones, liked the
illustratio
n style
1.00
1.00
Choosing stories
too big or too poorly coloured padloacks
1.00
2.00
Reading stories
not sufficiently visible page number
complaints of too small fonts or not nice font type
vocabulary at times too difficult
5.00
3.00
vocabulary or length of sentences too difficult for
deaf children in the Centre of Italy
illustrations: some children complained about
incoherencies between story texts and illustrations or
badly resized images; some older children judged
illustrations good for younger children; many deaf
children complained about lack of vivid colours, and
the characters being always the same or the
illustrations not being realistic
Interaction with character
cards
problems with captions, e.g., too small font size or
typos
card under focus was not readable
information was not read
too numerous or confusing, better per story
Playing with relaxing games
decontextualised
frustrating due to too fast timing or gesture usability
issues
slicing the fruit reminded of the Fruit Ninja games
and, on PCs, children wanted to repeat the same
gesture
in the toolbox games, children were expecting to be
able to rotate images
older children seem more interested in reading the
cards tha
n younger children
4.00
1.00
children g
enerally appreciated the types of games
4.00
1.00
Playing with smart games
14.00
9.00
Making a choice:
not sufficiently usable captions, e.g., too small font
size
more correct choices in what games
time and causality: allow to revise a choice
gray-out effects for unavailable choices not always
working
Gesture and interaction modes:
drag and drop slightly more difficult with mouse, but
technical problems make it hard to be usable on
touch-screen tablets
low affordance for causality games
Feedback:
too fast timing
too prominent or not well placed yes/no feedback
visual metaphor of explanatory feedback for time
games was not sufficiently clear for younger children
several children are willing to re-read a story
Points and instructions:
instructions not read or not sufficiently clear
points not noticed or not sufficiently clear
User difficulties:
some children complained about the plausibility of
solutions of 3 games (1 before-while, 1 cause, 1
cause-effect)
4.00
0.00
2.00
0.00
4.00
0.00
2.00
0.00
1.00
3.00
time and causality games are more difficult than the
other games
time and causality games are more difficult for
younger learners than for older learners
who and
what are entry level games
general enjoyment of smart games, e.g., “better than
the traditional boring education games”
liked what games' and causality games' visual
metaphors or animation effects
younger children wowed what games
the majority of children from the North voted the
causality games as the most beautiful
drag and drop were considered more challenging
and appealing by the majority of learners, and older
learners judged it better for them
children liked the visual metaphors of the feedback
Other user satisfaction issues:
1.00
6.00
one illustration not matching with the caption
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