Construction and First Testing of the UX Kids Questionnaire (UXKQ)

Wöbbekind, Lea; Mandl, Thomas; Womser‐Hacker, Christa

doi:10.1145/3473856.3473875

Cited by 3 publications

(2 citation statements)

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“…User experience ratings We evaluated students' and teachers' subjective experiences through questionnaires. After approximately four weeks of using the application, 79 students from four different schools completed a version of the User eXperience Kids Questionnaire (UXKQ; Wöbbekind, Mandl, & Womser-Hacker, 2021). Through eight paired differentials set on a five-point scale, we measured hedonistic aspects (e.g., boring -fun), as well as perceived learning quality (e.g., bad for learning -good for learning).…”

Section: Usagementioning

confidence: 99%

An Adaptive Learning System for Stepwise Automatisation of Multiplication Facts in Primary Education

Iancu,

Braam,

McCabe

et al. 2024

Preprint

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We demonstrate an application for learning multiplication problems with an adaptive algorithm that is based on a computational cognitive model of the learner's memory. The application helps learners automatise multiplications through repeated practice over three levels of difficulty. In a naturalistic setting involving more than 500 primary school students (ages 6-10) who together recorded over 200,000 responses, we observed that performance improved as learners using the application progressed through the levels. A model-based analysis of performance revealed that learners' estimated speed of forgetting decreased from the second to the third level. This is consistent with a shift towards stronger declarative knowledge and/or more efficient computation procedures. The model also identified consistent differences in the difficulty of individual multiplication facts that persisted across levels. This study demonstrates the feasibility of using an adaptive fact learning application to help young learners automatise multiplication, an essential mathematical skill.

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