User Requirement Analysis of Social Conventions Learning Applications for Non-Natives and Low-Literates

Abstract

Learning and acting on social conventions is problematic for low-literates and non-natives, causing problems with societal participation and citizenship. Using the Situated Cognitive Engineering method, requirements for the design of social conventions learning software are derived from demographic information, adult learning frameworks and ICT learning principles. Evaluating a sample of existing Dutch social conventions learning applications on these requirements shows that none of them meet all posed criteria. Finally, Virtual Reality is suggested as a possible future technology improvement.

An embodied conversational agent coach to support societal participation learning by low-literate users

“…scenarios that have an element of real risk, or that require expensive tools). Schouten, Smets et al [90] assess the current practice of learning support software aimed at low-literate learners and use this to establish a set of eight design requirements for learning support software that emphasizes these benefits. They describe that a virtual learning environment (VLE) could potentially be an effective way of meeting these requirements.…”

“…[64]) to investigate both how we can best translate the existing VESSEL specification into an ECA coach-supported virtual learning environment, and whether or not the idea of ECA coach support for low-literate learners provides the envisioned learning benefits as described above: Better learning accessibility, an improved learning experience, and more success at reaching important and meaningful learning outcomes. The question of whether or not low-literate learners will be able to benefit from this prototype is non-trivial, as low-literate learners are known to struggle with accessing and using complex technology due to cognitive, affective, and social barriers [88,90]. Additionally, Kramer et al [54] highlight that many ECA studies underreport the actual ECA design process and argue for studies that "open the black box" (p.8) and clearly articulate the methods, objectives, and assumptions that go into this design.…”

Gamification for Low-Literates: Findings on Motivation, User Experience, and Study Design

“…At around 1.1 million people, close to 10% of the Dutch work force is currently classified as being 'low-literate' [6]. The concept of low literacy encompasses not only a deficient grasp of basic reading and writing ability, but also indicates a lack of the information and communication skills needed to effectively participate in modern information societies [14]. Murray et al [10] report on a standard of functional literacy that is associated with higher societal participation, independence and learning, which is seen as the minimum level required for effective participation in society [14].…”

“…The concept of low literacy encompasses not only a deficient grasp of basic reading and writing ability, but also indicates a lack of the information and communication skills needed to effectively participate in modern information societies [14]. Murray et al [10] report on a standard of functional literacy that is associated with higher societal participation, independence and learning, which is seen as the minimum level required for effective participation in society [14]. Societal participation is the common term for goal-directed behaviors enacted in the context of a social structure.…”

“…There are reasons to suspect that general findings about gamification do not directly apply to a low-literate demographic, however. Information and communication skill deficiencies cause problems with software use at large, likely impeding the effectiveness of gamification [14]. The addition of extra elements to software can create perceptions of high complexity and necessitate learning new functionality and new information structures, which would exacerbate problems derived from this.…”