A comparative analysis of the meaning of ‘learnability’ for child and adult users

Abstract

The learnability principle relates to improving the usability of software, as well as the user’s performance and productivity. The latter suggest that the principle was formulated mainly with the adult user group in mind. 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. In an empirical investigation, users aged from 9 to 12 and from 35 to 50 were observed in a usability laboratory while learning to use educational software applications. Eye tracking data was also recorded. Insights emerged from data analysis showing different tactics when children and adults use unfamiliar software, and revealing aspects of interfaces that they approach differently. Our re-interpretation of the learnability principle and the resulting design recommendations will help designers to disting