The aim of this study is to evaluate the usability of Mobile Assisted Language Learning i.e. Literacy and Numeracy Drive (LND) which is smartphone application to learn language and mathematics in public sector primary schools of Punjab, the biggest province of Pakistan. In this study, usability tests were conducted which included surveys of questionnaires from teachers and students. The user experience, reliability, and performance of mobile application assessed, along with user satisfaction. The LND mobile application has not been found to be successful, with a poor user interface and requires improvement. The "Using Experience," "Ease of Use" and "Usefulness" variables have been the lowest scorers in terms of user experience. Mobile device specifications were not simple and confusing; the services provided by the LND were not appealing and effective for students or teachers. This research suggested several improvements in the usability and functionality of this LND application based on assessed user experience. Many schools have chosen to use mobile apps for the teaching and evaluation of language at school. The use of mobile-assisted learning at public sector schools in Punjab, invites us to gauge the usability and effectiveness of this approach at such a huge scale which will make it more effective.
Literacy & Numeracy Drive (LND) is a mobile application that is used in public sector primary schools in Punjab province, Pakistan to teach students of Grade 03 on a tablet for learning languages and Mathematics. Persons designated the role of a Monitoring & Evaluation Assistant (MEA) visit every school allocated by authorities once in a month and select 07-10 students randomly to evaluate them on his own tablet by asking multiple questions related to English, Urdu and Mathematics. After the evaluation, MEA has to upload the result on the official portal for the respective school. This study aims to evaluate the effectiveness of LND for its usefulness, usability, accessibility, content, and assessments by involving students and teachers using this application in different schools. A mixedmethod study has been adopted in which 57 teachers and nearly 300 students from different locations of the district and from different schools have been selected, to measure the effectiveness of LND and evaluate the effectiveness with the help of interviews and questionnaires. The result reveals, in its current form, the LND application is not effective and needs improvement in usability, design, content, accessibility, infrastructure, and assessment. Furthermore, teachers recommend that game-based learning consists of an interactive interface, phonics, animations. As the more interactive and attractive presentation of the content and variations in the assessment may increase students' involvement and will make this application more effective and will produce good results.
Several children struggle with vision difficulties caused by problematic coordination between their left and right eye muscles, i.e., oculomotor dysfunction (OMD). Many OMDs can be improved by training the eyes via physical exercises defined and supervised by vision experts. The aim of this paper is to investigate the feasibility of utilizing Serious Games (SGs) and eye-tracking technologies (ETs) for training the eyes of children having OMD. Via these activities, a trainee can, with her eye gaze, follow objects which are moving, change their directions and speed, or pop up on the screen. The results present mapping the current physical training goals to activities for SGs using input from ETs, and illustrate this correspondence for designing and developing six games. The games’ feasibility evaluation is done via semistructured interviews and evaluating user experiences. Three vision teachers (VTs) were involved in design and development, ensuring achievement of training goals, and five VT students in evaluations. The findings demonstrate the potential of using SGs and ETs to train OMD and point to future needs for improvements.
The aim of this paper is to contribute to a better understanding of children's vision care from the identification to treatment, with, in particular, a better understanding of the use of eye tracking (ET) technologies. While there are indications that these technologies can support vision care, a comprehensive understanding of the possibilities is lacking. Here, we review cross-disciplinary research on performing vision care, and identify current challenges for using and further developing ET technologies. To this end, we describe (1) the involved stakeholders, (2) screening possibilities at schools, and (3) how technology-supported vision screening is used today. Data come from a literature survey of peer-reviewed journal and conference articles, complemented by secondary sources from related projects and products. The focus is on literature after 2000, and in particular, on screening oculomotor dysfunctions (OMD), for school children. The results show that the contributions to state of the art from various research areas are fragmented, in particular regarding the communication between the necessary stakeholders influencing vision care, the handling of general and functional vision care, and between screening and treatment. Further development of ET technologies will likely depend on overcoming these fragmentations. A first step in this direction consists of providing a thorough description of stakeholders, their roles, and requirements enabling communication on children with vision problems.
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