Reading apps for children: Readability from the design perspective

Mohammed, Wasan Abdulwahab; Husni, Husniza

doi:10.1063/1.5005428

Cited by 4 publications

(2 citation statements)

References 25 publications

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“…Relevant to functionality and esthetics, schoolchildren prefer visually attractive apps [22] with high levels of interactivity [66][67][68] and a relatable storyline (eg, bicycle accident) that evokes empathy for the victim [26]. However, in this study, the quality of visual esthetics was inversely proportional to the app's learnability and usability.…”

Section: Quality and Usability Of Appsmentioning

confidence: 64%

Evaluating Quality, Usability, Evidence-Based Content, and Gamification Features in Mobile Learning Apps Designed to Teach Children Basic Life Support: Systematic Search in App Stores and Content Analysis

Fijačko¹,

Creber²,

Gosak³

et al. 2021

JMIR Mhealth Uhealth

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Background Globally, 3.7 million people die of sudden cardiac death annually. Following the World Health Organization endorsement of the Kids Save Lives statements, initiatives to train school-age children in basic life support (BLS) have been widespread. Mobile phone apps, combined with gamification, represent an opportunity for including mobile learning (m-learning) in teaching schoolchildren BLS as an additional teaching method; however, the quality of these apps is questionable. Objective This study aims to systematically evaluate the quality, usability, evidence-based content, and gamification features (GFs) of commercially available m-learning apps for teaching guideline-directed BLS knowledge and skills to school-aged children. Methods We searched the Google Play Store and Apple iOS App Store using multiple terms (eg, cardiopulmonary resuscitation [CPR] or BLS). Apps meeting the inclusion criteria were evaluated by 15 emergency health care professionals using the user version of the Mobile Application Rating Scale and System Usability Scale. We modified a five-finger mnemonic for teaching schoolchildren BLS and reviewed the apps’ BLS content using standardized criteria based on three CPR guidelines. GFs in the apps were evaluated using a gamification taxonomy. Results Of the 1207 potentially relevant apps, only 6 (0.49%) met the inclusion criteria. Most apps were excluded because the content was not related to teaching schoolchildren BLS. The mean total scores for the user version of the Mobile Application Rating Scale and System Usability Scale score were 3.2/5 points (95% CI 3.0-3.4) and 47.1/100 points (95% CI 42.1-52.1), respectively. Half of the apps taught hands-only CPR, whereas the other half also included ventilation. All the apps indicated when to start chest compressions, and only 1 app taught BLS using an automated external defibrillator. Gamification was well integrated into the m-learning apps for teaching schoolchildren BLS, whereas the personal and fictional, educational, and performance gamification groups represented most GFs. Conclusions Improving the quality and usability of BLS content in apps and combining them with GFs can offer educators novel m-learning tools to teach schoolchildren BLS skills.

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Section: Quality and Usability Of Appsmentioning

confidence: 64%

Evaluating Quality, Usability, Evidence-Based Content, and Gamification Features in Mobile Learning Apps Designed to Teach Children Basic Life Support: Systematic Search in App Stores and Content Analysis

Fijačko¹,

Creber²,

Gosak³

et al. 2021

JMIR Mhealth Uhealth

View full text Add to dashboard Cite

show abstract

“…So far, most studies on mobile reading have been carried out among first language (L1) learners, which primarily focus on learners' reading habits, behaviours, and the reading effect from a small display (Chen & Lin, 2016;Liu & Huang, 2016;Merga & Roni, 2017;Shimray et al, 2015;Zhang & Ma, 2011). Some studies investigate mobile reading from the perspective of application design or phone screen features (Mohammed & Husni, 2017;Öquist & Lundin, 2007). Only a few studies attempt to explore Second language (L2) reading with smartphones (Hazaea & Alzubi, 2016;Huang & Lin, 2011;Yu et al, 2022).…”

Section: Reading Across Mediumsmentioning

confidence: 99%

Gender Differences in Chinese EFL Learners’ Comprehension When Reading Across Mediums

Tian,

Samat,

Zainal

2024

ELT

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As the reading medium shifts from paper to digital devices, there is a notable change in readers’ habits, moving from traditional printed formats to electronic forms. While extensive research has been conducted on gender differences in traditional print reading, studies focusing on gender disparities in mobile reading comprehension are rather limited. This research employed cross-sectional quantitative methods to explore gender differences in comprehension through both print and smartphone-based reading tests. Data was gathered from 190 undergraduates at a local university in China through reading comprehension tests. Participants’ reading results were analyzed using SPSS software for comparison. The findings indicate no significant difference in reading achievements between male and female participants on both paper and smartphone platforms. However, the study found positive trends in female students’ performance on both mediums. The disparity in the mean difference between male and female students’ reading scores was larger in smartphone-based tests, which indicates that digital mediums could either enhance reading performance in female students or potentially have a negative impact on male students.

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Understanding the importance of animation in human-computer interfaces and its relation to user experience

Martínez

Berná-Martínez

Pérez

et al. 2023

Proceedings of the 2023 5th International Conference on Image, Video and Signal Processing

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Reading apps for children: Readability from the design perspective

Cited by 4 publications

References 25 publications

Evaluating Quality, Usability, Evidence-Based Content, and Gamification Features in Mobile Learning Apps Designed to Teach Children Basic Life Support: Systematic Search in App Stores and Content Analysis

Evaluating Quality, Usability, Evidence-Based Content, and Gamification Features in Mobile Learning Apps Designed to Teach Children Basic Life Support: Systematic Search in App Stores and Content Analysis

Gender Differences in Chinese EFL Learners’ Comprehension When Reading Across Mediums

Understanding the importance of animation in human-computer interfaces and its relation to user experience

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