Could a tangible interface help a child to weigh his/her opinion on usability?

Veytizou, Julien; Bertolo, David; Baraudon, Charlotte; Olry, Alexis; Fleck, Stéphanie

doi:10.1145/3286689.3286702

Cited by 3 publications

(1 citation statement)

References 48 publications

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“…Néanmoins, même si des outils de co-conception d'interfaces numériques permettant la participation des enfants sont en cours de développement (ex. (Blikstein et Krannich, 2013;Read, 2015;Veytizou, Bertolo, Baraudon, Olry et Fleck, 2018), les outils permettant aux enfants de les évaluer facilement sont encore trop rares (Barendregt, Bekker et Baauw, 2008;Hall, Hume et Tazzyman, 2016;Read, 2008;Yusoff, Ruthven Ian et Monica, 2011;Zaman et Abeele, 2010) par rapport à ceux destinés aux adultes. À notre connaissance, aucun n'a été validé en français ou dans d'autres langues que l'anglais.…”

Section: Introductionunclassified

Conception d’une échelle française d’évaluation de l’utilisabilité des nouvelles technologies éducatives par l’enfant

Baraudon¹,

Lanfranchi²,

Bastien³

et al. 2021

Med. Med.

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Le numérique ne cesse de se développer, notamment à l’école où les politiques éducatives en ont fait un des leviers de recherche prioritaires. Une utilisation efficace des technologies numériques éducatives est essentielle pour que les élèves puissent atteindre des objectifs d’apprentissages. Ainsi, il est important de pouvoir recueillir les perceptions des principaux utilisateurs que sont les enseignants et les élèves sur l’utilisabilité de ces nouvelles technologies en classe. Or, à notre connaissance, il n'existe pas encore de questionnaire d'évaluation de l'utilisabilité des interfaces numériques en français spécifiquement adapté aux jeunes élèves. K-Uses est une échelle de mesure d'évaluation de la perception de l'utilisabilité par les jeunes utilisateurs. Cette échelle de mesure repose sur le modèle présenté dans la norme ISO 9241-11 à laquelle nous avons ajouté le critère de « learnability » de Nielsen. Cet article présente la construction et les premiers éléments de validation du K-Uses avec des enfants âgés de 9 à 11 ans. La méthode utilisée a consisté en un examen de questionnaires d'utilisabilité existants, des prétests auprès d’enseignants et d’élèves auxquels ont participé trois évaluateurs et une analyse exploratoire des données recueillies auprès de 127 élèves. Les résultats sont prometteurs et montrent des niveaux satisfaisants de validité et de fiabilité.

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Section: Introductionunclassified

Conception d’une échelle française d’évaluation de l’utilisabilité des nouvelles technologies éducatives par l’enfant

Baraudon¹,

Lanfranchi²,

Bastien³

et al. 2021

Med. Med.

Self Cite

View full text Add to dashboard Cite

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Exploring Methods and Guidelines for Child-Computer Interaction Research with Refugee Children

Tahir

Wang

2019

Lecture Notes in Computer Science

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There exist many guidelines and methods on how to do Child-Computer Interaction (CCI) research, but very few focusing specifically on refugee children with a challenging background. The complex situations and multiple changes refugee children undergo, including community, culture, schooling, friendships, language, war, displacement, physical violence and even identity, makes them different from children who are not refugees. They suffer learning disabilities, mental health issues, poor physical health, trust issues and overall developmental disabilities. As there are a large number of refugee children in the world, who are displaced and out of school, it is important to help these children using available technology and assess the effectiveness of the use of technology. This paper presents a literature study on available research guidelines and methods for CCI. The literature has been reviewed for guidelines and evaluation methods, starting from more general research with children, moving to more specific research with refugee children, and finally to identify gaps, present common grounds and directions for research with this specific population. The results from 55 articles reveal that although guidelines and methods for research with children can be used for refugee children, special attention and additional guidelines are needed to address specific needs of this group. Further, the review reveals a lack of CCI research and research methods for refugee children and most adapted/new children-friendly research methods are not fully employed in research with refugee children. The results of this review could serve as a starting point for researchers entering the CCI field to work with refugee children.

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CalMe: A Tangible Environment To Enhance Pupils Group Work Regulation

Bertolo,

Faedda,

Olry

et al. 2024

ACM Trans. Comput.-Hum. Interact.

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A large number of studies highlight the importance of regulation in collaborative learning. Nevertheless, only some studies describe how to get or support pupils to learn to regulate group work in school. In this context, we aim to understand if a specifically designed tangible environment can promote a regulated collaboration process during a face-to-face activity in school. Therefore, we conducted a two-year design-based research (DBR) study. This article describes the DBR cycles in detail and the steps we have executed to develop, test, implement, and evaluate a set of tangible artifacts called CalMe (for Collective attention led by a Mediated environment). First, we identified three specific dimensions that interfere with collaborative learning in the classroom: team building and collective decision-making, task regulation awareness, and oversolicitation limitation. Second, we proposed design choices leading to the first iteration of a CalMe device that meets these needs. We then assessed usability and acceptability before the pedagogical validation steps. Third, through a pilot study, we evaluated the pedagogical potential of the second iteration of the CalMe device in a real context of use in an elementary school class. We collected and analyzed data from surveys, focus groups, log data, and video recordings through all the steps. Moreover, to allow for duplication of the study, we propose and detail our methodological approach. This study shows an empirical example of a DBR process that allows responding as closely as possible to the needs of both pupils and teachers. This work also provides input to teachers regarding a better understanding of collaborative problem-solving activities. Although there is still room for improvement on specific dimensions related to task regulation, such as better management of ambient noise or work tempo, the results indicate that the CalMe device allows for a regulated collaboration process in schools. It shows an HCI design process that can be an example of how to influence classroom activities through technology to promote positive collaborative learning experiences.

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Could a tangible interface help a child to weigh his/her opinion on usability?

Abstract: Est-ce qu'une Interface Tangible peut aider un enfant à « peser » son opinion sur l'utilisabilité d'un système ?

Cited by 3 publications

References 48 publications

Conception d’une échelle française d’évaluation de l’utilisabilité des nouvelles technologies éducatives par l’enfant

Conception d’une échelle française d’évaluation de l’utilisabilité des nouvelles technologies éducatives par l’enfant

Exploring Methods and Guidelines for Child-Computer Interaction Research with Refugee Children

CalMe: A Tangible Environment To Enhance Pupils Group Work Regulation

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