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Comparing the meaning of the learnability principle for children and adults

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dc.contributor.advisor Gelderblom, Helene
dc.contributor.advisor De Villiers, Mary Ruth
dc.contributor.author Chimbo, Bester
dc.date.accessioned 2011-06-14T12:45:07Z
dc.date.available 2011-06-14T12:45:07Z
dc.date.issued 2011-06
dc.identifier.citation Chimbo, Bester (2011) Comparing the meaning of the learninability, University of South Africa, Pretoria, <http://hdl.handle.net/10500/4372> en
dc.identifier.uri http://hdl.handle.net/10500/4372
dc.description Abstract in English and Afrikaans en
dc.description.abstract The learnability principle relates to improving usability of software, performance and productivity. It was formulated mainly for the adult user group. Children represent an important user group, but fewer guidelines exist for their educational and entertainment applications. This study compares these groups, addressing the question: “Does learnability of software interfaces have a different meaning for children and adults?”. A literature survey conducted on learnability and learning processes considered the meaning of learnability across generations. Users learning software systems were observed in a usability laboratory where eye tracking data could also be recorded. Insights emerged, from data analysis, showing different tactics when children and adults approached unfamiliar software and revealing aspects of interfaces they approached differently. The findings will help designers distinguish varying needs of users and improve learnability. An additional subprinciple of learnability, „engageability‟, is proposed. Factors that make products engaging for children are different from those engaging adults. en
dc.description.abstract Die leerbaarheidsbeginsel hou verband met die verbetering van die bruikbaarheid van sagteware, werkverrigting en produktiwiteit. Dit was hoofsaaklik vir die volwasse gebruikersgroep geformuleer. Kinders verteenwoordig in belangrike gebruikersgroep, maar minder riglyne is vir hulle opvoedkundige en vermaaktoepassings beskikbaar. Hierdie studie vergelyk hierdie groepe en speek die volgende vraag aan: “Het leerbaarheid van sagtewarekoppelvlakke verskillende betekenisse vir kinders en volwassenes?” „n Literatuuroorsig oor leerbaarheid en leerprosesse is uitgevoer met in ag neming van die betekenis van leerbaarheid vir verskillende generasies. Gebruikers is waargeneem in „n bruikbaarheidslaboratorium terwyl hulle geleer het om sagetware te gebruik. Data in verband met oogbewegings op die skerm is ook opgeneem. Insigte wat uit die data-analise te voorskyn gekom het toon verskillende taktieke wanneer kinders en volwassenes met onbekende sagteware gekonfronteer word. Hulle benadering tot sekere aspekte van „n koppelvlak verskil. Die bevindinge sal ontwerpers help om te onderskei tussen wisselende gebruikersbehoeftes. „n Addisionele sub-beginsel van leerbaarheid, naamlik „engageability‟ word voorgestel. Faktore wat „n produk aantreklik maak vir kinders is verskillend van dit wat volwassenes aantrek. af
dc.format.extent 1 online resource (xii, 196 pages, 18 unnumbered leaves) : illustrations (chiefly color) en
dc.language.iso en en
dc.subject Eye tracking en
dc.subject Human computer interaction en
dc.subject Child computer interaction en
dc.subject Learning strategies en
dc.subject Learnability en
dc.subject Learning theories en
dc.subject Software applications en
dc.subject Usability en
dc.subject Bruikbaarheid af
dc.subject Kind-rekenaar interaksie af
dc.subject Leerbaarheid af
dc.subject Leerteorieë af
dc.subject Leerstrategieë af
dc.subject Mens-rekenaar interaksie af
dc.subject Oogbeweging af
dc.subject Sagtewaretoepassings af
dc.subject.ddc 005.1019
dc.subject.lcsh Computer software -- Human factors en
dc.subject.lcsh Human-computer interaction en
dc.subject.lcsh Learning strategies en
dc.title Comparing the meaning of the learnability principle for children and adults en
dc.type Dissertation en
dc.description.department Information Systems en
dc.description.degree M. Sc. (Information Systems)


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