Ahstract-Benefiting from the popularity of computer game, Serious Game (SG) has been reaching a wide range of users. However, research on user interface design factors in SG for the Motor Impaired User (MIU) is still narrow, especially for the enjoyment experience context. This paper is aimed to proposed user interface design factors framework (SGameFlow) that makes MIU experience enjoyment when playing SG. This study is based on GameFlow Model to develop a rigorous user interface design factors that makes MIU experience enjoyment when playing SG. We make use of certain original model's factors together with three new factors (learning opportunities, accessibility and adaptivity) to predict user interface design factors of MIU enjoyment experience in SG.
An ageing population is a universal phenomenon experienced worldwide. In parallel with these demographic changes, a significant breakthrough in digital devices has also influenced this digital age. Designing instructional strategies to promote meaningful learning among older adult learners has been a long-standing challenge. To enhance older adults’ life-long learning experiences, implementing instructional strategies in the process through which such adults learn can help to improve effective learning. Despite significant calls for research in this area, there is still insufficient research that systematically reviews the existing literature on older adult learning needs and preferences. Hence, in the present article, a systematic literature review was conducted of the effectiveness of instructional strategies designed for older adult learners through the use of digital technologies. The review was guided by the publication standard, which is ROSES (Reporting Standard for Systematic Evidence Syntheses). This study involves articles selected from two established databases, Web of Science and Scopus. Data from the articles were then analysed using the thematic analysis, which resulted in six main themes: (1) collaborative learning; (2) informal learning setting; (3) teaching aids; (4) pertinence; (5) lesson design; and (6) obtaining and providing feedback. The six main themes produced a further 15 sub-themes. The results from this study make significant contributions in the areas of instructional design and gerontology. The findings from this study highlight several important strategies of teaching digital technology, particularly for older adults, as follows: (1) to enhance instructional design use in teaching digital technology based on the needs and preferences of older adult learners; and (2) to highlight the factors for, and impact of, learning digital technologies among older adults.
Usability testing has traditionally been conducted in dedicated laboratory. Alternatively, field study can be an option to conduct the usability testing. As HCI researchers who work with children, we have experiences in conducting usability tests in both natural and laboratory environments. We tested two different children applications in two different environments: testing drawing applications at their preschool and testing an educational game in our usability laboratory. Thus, this paper highlights our experiences in conducting both usability tests. Although the literature suggests that laboratory and field studies should be done for two different purposes, our experiences have told us that we can actually integrate the steps of field studies into the guidelines for lab tests. These steps are particularly useful for the novice designers and researchers who have never done usability evaluations with children before.
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