Evaluating interactive systems from an emotional perspective

Collázos, César A.; Saltiveri, Antoni Granollers; Huitr, J. Alfredo Sánchez

doi:10.21500/22563202.42

Cited by 4 publications

(1 citation statement)

References 26 publications

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“…5. As described by [25], human emotion should be considered when validating user acceptance for assessing user experience. The Again-Again table from the Fun Toolkit [26] was utilized as a self-reporting approach for children.…”

Section: The Instrumentsmentioning

confidence: 99%

Learning Engagement of Children with Dyslexia Through Tangible User Interface: An Experiment

Jamali,

Admodisastro,

Kamaruddin

et al. 2023

IJACSA

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This paper presents the evaluation of a mobile application employing Tangible User Interface (TUI) technology to enhance the educational involvement of children experiencing dyslexia. The primary objective of this application is to assist these children in overcoming challenges related to reading, spelling, pronunciation, and writing, issues often associated with lower self-esteem and dissatisfaction in an academic setting. The study adopts a User-Centered Design (UCD) approach, focusing on the specific needs and preferences of children with dyslexia during development. The evaluation involved 30 children with dyslexia, divided into two groups: a control group utilizing the non-tangible DisleksiaBelajar mobile app (DB) and a treatment group utilizing the DisleksiaBelajar 3D Tangible (DB3dT) app, which incorporates tangible elements. Results indicated that the DB3dT app achieved significantly higher usability scores (79.5%) compared to the DisleksiaBelajar app (51%). Furthermore, the treatment group utilizing the DB3dT app surpassed the control group in learning performance. In summary, the evaluation demonstrated that integrating tangible elements into the DB3dT app notably enhanced the learning experience for children with dyslexia when compared to the non-tangible DisleksiaBelajar app. The children exhibited increased engagement and a willingness to repeat activities, suggesting potential advancements in learning outcomes and performance.

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Section: The Instrumentsmentioning

confidence: 99%

Learning Engagement of Children with Dyslexia Through Tangible User Interface: An Experiment

Jamali,

Admodisastro,

Kamaruddin

et al. 2023

IJACSA

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Towards a Model for Implicit Evaluation in the Wild on a Large Scale

Babahmetović

Manresa-Yee

2019

Proceedings of the XX International Conference on Human Computer Interaction

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Evaluation of Disleksia Belajar Mobile App for Assisting Dyslexic Junior School Students to Learn the Malay Language

et.al¹

2021

TURCOMAT

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Mobile apps are fast emerging as assistive learning platforms for pre-schoolers, as well as junior school students. In fact, not just the parents but also the junior-level teachers encourage children to use mobile learning apps due to its many benefits such as interactive, enjoyable and informal, etc. Needless to say, the advent of mobile apps must also equitable for students with learning difficulties to take advantage of the same learning opportunities as other students. Students with learning difficulties suffer from disabilities in language, information processing, etc. that prevent them from performing their academic tasks in the same manner as other students. It is crucial to realize the development of mobile learning apps for students with learning difficulties requires inclusive designs that make the apps usable for them. The paper presents an evaluation of a mobile appDisleksia Belajar, which developed for students with dyslexia in junior school to learn the Malay language. Dyslexia is a common learning difficulty that causes problems with language processing e.g. reading and writing. The evaluation is performed using SUS and Fun ToolKit (v3) techniques, which intend to explore the usability and engagement of the mobile app. There is a total of 12 students with dyslexia aged 7 to 12 years old recruited as the participants. The findings contribute towards understanding and improvement for the future development of mobile learning apps for students that having similar difficulty.

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Evaluating interactive systems from an emotional perspective

Cited by 4 publications

References 26 publications

Learning Engagement of Children with Dyslexia Through Tangible User Interface: An Experiment

Learning Engagement of Children with Dyslexia Through Tangible User Interface: An Experiment

Towards a Model for Implicit Evaluation in the Wild on a Large Scale

Evaluation of Disleksia Belajar Mobile App for Assisting Dyslexic Junior School Students to Learn the Malay Language

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