Human-computer interface design in an e-Learning system for individuals with cognitive and learning disabilities

Fryia, Grant D.; Wachowiak-Smolikova, Renata; Wachowiak, Mark P.

doi:10.1109/icdim.2009.5356784

Cited by 11 publications

(4 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…According to Anderson, maintaining an extensive mastery of one of the three forms of interactions is sufficient for successful learning [32]. However, in learner-centered design of eLearning, the value of learner-interface interaction cannot be discounted [11,15,[33][34][35].…”

Section: Interaction Design and Elearningmentioning

confidence: 99%

Enhancing Access to eLearning for People with Intellectual Disability: Integrating Usability with Learning

Arachchi

Sitbon

Zhang

2017

Lecture Notes in Computer Science

View full text Add to dashboard Cite

eLearning can provide people with Intellectual Disability (ID) extended learning opportunities in using information technology, thus potentially increasing digital inclusion. In order to make this a motivating experience, designs of eLearning are required to be compatible with their cognitive abilities. It is as yet unclear how to design an engaging eLearning environment that integrates usability with learning. This paper aims to explore the applicability of learning theories along with usability guidelines in designing an eLearning environment for people with ID. We discuss psychological theories on teaching and learning, and literature on challenges and opportunities of eLearning for people with ID. Based on that understanding, we present guidelines that integrate different learning theories with eLearning, for learner centered interaction design of eLearning modules for people with ID. We present a case study of applying these inclusive design considerations to an eLearning module about health information access.

show abstract

Section: Interaction Design and Elearningmentioning

confidence: 99%

Enhancing Access to eLearning for People with Intellectual Disability: Integrating Usability with Learning

Arachchi

Sitbon

Zhang

2017

Lecture Notes in Computer Science

View full text Add to dashboard Cite

show abstract

“…• Designersofuser-interfacedevelopmenttoolsandstyleguidestobeusedbyinterfacedesigners; • User-interfacedesigners,whowillapplytheguidanceduringthedevelopmentprocess; • Developers,whowillapplytheguidanceduringdesignandimplementationofsystemfunctionality; • Thoseresponsibleforimplementingsolutionstomeetenduserneeds (ISO,2006,p.11). Fryia, Wachowiak-Smolikova and Wachowiak (2009) suggests that incorporating these ISO standardsintoevaluatinge-learningfromauserperspectivecanaidinthedevelopmentofusabilitywith regardstoeasingcognitivestrainfromtheuser. SheeandWang(2006)andSouietal.…”

Section: Incorporating the End-user Perspective Into What A Future Pl...mentioning

confidence: 99%

End User Perspective of e-Learning using LMS-Like Systems

Costello

2017

International Journal of People-Oriented Programming

View full text Add to dashboard Cite

In literature, e-learning plays an important part in improving the needs of learners and educators, as well as other stakeholders and institutions. However, this research indicates that e-learning is often used as a repository for uploading academic materials, without taking into consideration characteristics of the learner. This investigation examines a variety of techniques adopted from e-learning, adaptive learning and User Modelling to suggest improvements within industry. Throughout the paper, there will be a strong influence on how future PLEs should be designed and tailored to challenge the end users' perception of on-line education to meet the future needs of the learner, the educator and the institution. Focusing on future trends would allow developers to encapsulate learners motivational and learning needs. These aspects would enable designers to improve usability, functionality and reliability. PLEs are not just a collection of applications tailored towards personalisation, they are significantly more important than that. These systems are designed to be a functioned application/platform/management-system that promotes and encourages Personalised Learning. The research found within the case studies have shown that concepts of PLEs have contributed towards the learners' experience.

show abstract

“…According to Friedman and Bryen (2007), "people with CLDs often exhibit deficiencies in attention, memory, perception and problem-solving, which affect the manner in which they interact with computers". Fryia et al (2009) worked on designing an e-learning system for people with cognitive disabilities, they suggested that for increasing accessibility of these kinds of software the best approach is eliminating features that could cause unnecessary stress and frustration that can create a negative effect on system usability. They reduced software complexity by reducing the number of features available at any given time and by rearranging them to accommodate full functionality.…”

Section: User Interface For Solving Cognitive and Learning Disabilitymentioning

confidence: 99%

“…Furthermore, designers should not use similar colors next to one another. (Giraud et al, 2011) For blind people each link, button and element on website must have an audio function (Dijana et al, 2010) Using combination of colors that is distinguishable for color blind people (Madiah and Hisham, 2010) Customizable user interface is required for users with partially sight and general design guidelines are not suitable for these people (Turunen et al, 2010) Combination of speech input and multimodal gestures provides a more efficient and accessible input method than traditional methods for visually impaired users (Fryia et al, 2009) The best solution for helping people with cognitive disabilities is reducing the number of features available at any given time (Grynszpan et al, 2008) Patients with autism can learn from a multimedia system if the interface does not need investigation for finding software elements (Stephanidis et al, 1998; Solving the problems of visually impaired users by adding a) screen reader and speech Chiang et al, 2005) recognition for interacting with software, b) Putting customization abilities for font size and color Madiah and Hisham (2010) carried out a research on people with partially sighted vision, they conducted the study by a prototype of reading application; they examined four types of fonts at various sizes and colors on different background colors. The results of the study indicated that partially sighted children have their own preferences for font type, font size and foreground and background color depend on their vision problem and visual acuity.…”

Section: Designing User Interface For Solving Accessibility Problems mentioning

confidence: 99%

A Review on User Interface Design Principles to Increase Software Usability for Users With Less Computer Literacy

Darejeh

Singh

2013

Journal of Computer Science

View full text Add to dashboard Cite

This article presents a review on how software usability could be increased for users with less computer literacy. The literature was reviewed to extract user interface design principles by identifying the similar problems of this group of users. There are different groups of users with less computer literacy. However, based on the literature three groups of them need special attention from software designers. The first group is elderly users, as users with lack of computer background. The second group is children, as novice users and the third group is users with mental or physical disorders. Therefore, this study intends to focus on the mentioned groups, followed by a comparison between previous researches in the field, which reveals that some commonalities exist between the needs of these users. These commonalities were used to extract user interface design principles such as (a) reducing the number of features available at any given time, (b) avoiding using computer terms, (c) putting customization ability for font, color, size and (d) using appropriate graphical objects such as avatar or icon. Taking these principles into account can solve software usability problems and increase satisfaction of users with less computer literacy.

show abstract

Human-computer interface design in an e-Learning system for individuals with cognitive and learning disabilities

Cited by 11 publications

References 9 publications

Enhancing Access to eLearning for People with Intellectual Disability: Integrating Usability with Learning

Enhancing Access to eLearning for People with Intellectual Disability: Integrating Usability with Learning

End User Perspective of e-Learning using LMS-Like Systems

A Review on User Interface Design Principles to Increase Software Usability for Users With Less Computer Literacy

Contact Info

Product

Resources

About