Abstract in English and Afrikaans / 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. / 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. / Information Systems / M. Sc. (Information Systems)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/4372 |
| Date | 06 1900 |
| Creators | Chimbo, Bester |
| Contributors | Gelderblom, Helene, De Villiers, Mary Ruth |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | Unknown |
| Type | Dissertation |
| Format | 1 online resource (xii, 196 pages, 18 unnumbered leaves) : illustrations (chiefly color), application/pdf |
Page generated in 0.0026 seconds