CHILD-COMPUTER INTERACTION: EXPLORING INTERFACE DESIGN

 
 
 
 

CHILD-COMPUTER INTERACTION: EXPLORING INTERFACE DESIGN

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Title: CHILD-COMPUTER INTERACTION: EXPLORING INTERFACE DESIGN
Author: Oates, Shawn P.
Description: Computer-assisted instruction (CAI) holds great promise for increasing access to information and for facilitating learning. Unique to CAI programs are their multifaceted user-interface designs. This study examined key aspects (i.e. context and embedded text) of user-interface design to determine their impact on word-object association in young children. Sixty-seven children in their final semester of kindergarten were recruited for this study. The dependent measures, accuracy and latency were analyzed using a repeated measures analysis of variance design. The within-subjects factors were interface design (appropriate context, inappropriate context and non-context) and word condition (embedded and non-embedded). It was found that children were more accurate when using the non-context display design and considerably less accurate when using the inappropriate display condition. They were also found to be more accurate when the word was embedded within the visual scene. Lastly, children were found to responded faster when using the appropriate context display design and considerably slower when using the inappropriate display design. The findings suggest that more attention should be paid to the way in which context is used in display design. A less detailed interface for certain tasks may provide children with an advantage over an elaborate or complicated interface design. These findings have implications for the development of educational software for young children.
Permanent Link: http://rave.ohiolink.edu/etdc/view?acc_num=miami1133800774
http://hdl.handle.net/2374.OX/18488
Date: 2005

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