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Mobile technology is becoming an integral learning tool for children. The Interface of mobile educational applications (apps) should be usable and compatible with the cognitive skills of children in order to provide an effective learning experience. Usability is a key quality attributes to measure the usefulness of application; therefore evaluating usability is a vital task. With the rapid advancement of mobile technology, usability of educational apps for children gains attention of modern researchers. This paper focuses on providing a measurement model for evaluating the interface of mobile educational apps designed for children .The paper attempts to review the existing interface design guidelines and consequently develop a measurement model. The model serves as basis for comprehensive usability evaluation consisting of guidelines, usability characteristics, goals (interface design criteria), questions, usability metrics (objective and subjective) and two evaluation instruments (task list and satisfaction questionnaire).To ensure the effectiveness and reliability of the model, it was validated by applying the proposed metrics and evaluation instruments in a usability study conducted on two android educational apps for children. Results gathered from usability testing proved that the Model is applicable for evaluation of mobile educational apps for children.

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The study reports on an ongoing research that intends to identify and validate the core dimensions for Game-Based-Learning (GBL) and further explore the shift in dimensional focus between different phases of educational game development life cycle: pre-production (design), production (development) and post-production (testing and maintenance). Hence, this paper presents the initial work focusing on design phase by presenting a comparative analysis of educational game design models using GBL attributes, validity and framework attributes as analytical lens. The main objective is to analyze the fundamental GBL attributes in existing design models; to identify the common attributes which demonstrate their importance for design phase and highlight any need for further research in terms of attribute validation and framework improvement. This study also highlights the strengths and weakness of existing design frameworks. The results of analysis underline learning/pedagogical aspects and game factors as the most essential attributes for design phase of educational games. Comparative analysis also guides researchers/practitioners to better understand GBL through various properties of different existing design models and highlights the open problems such as lack of tool support, empirical validation, independent evaluations, adaptability and absence of concrete guidance for application to make more informed judgments.

The aim of this case study was to evaluate whether there had been educational changes and if so, in which phases of implementation and institutionalization in three African higher education institutions. The changes were evaluated from the point-of-view of trainees in the field of e-learning and library services during the project conducted in 2013-2015. Written texts and visual material were analysed using qualitative content analysis. The enthusiasm and mutual pedagogical understanding of the academic and support service staff were the key factors promoting the changes in the integration of e-learning and modern library services into everyday practices in these higher education institutions. The provision of suitable training and pedagogic skills to the academics and the support service staff made it possible dovetail these concepts to suit their home institution and provide them with a common language and value base that supported student learning.