Integrating heuristics and think-aloud approach to evaluate the usability of game-based learning material
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Integrating heuristics and think‑aloud approach to evaluate the usability of game‑based learning material Chi‑Cheng Chang1 · Tristan Johnson2
Received: 9 April 2020 / Revised: 11 August 2020 / Accepted: 13 August 2020 © Beijing Normal University 2020
Abstract The purpose of this study was to evaluate the usability of a game-based learning material. The heuristics and think-aloud approach were employed to determine the usability of the learning material. Four experts used the learning material independently and completed a heuristic evaluation questionnaire based on a design and use perspective. Forty-five university students used the learning material independently and completed a heuristic evaluation questionnaire based on their experiences. The heuristic evaluation questionnaire was comprised of six constructs with a total of twelve heuristic evaluation criteria. The experts and students provided data about usability problems while using the learning material. The usability problems that were found included: (a) inconsistent interface styles on different learning units (i.e., game scenes) that affected the learnability, memorability and operation of interfaces; (b) inadequate operational efficiency and guidance could be improved; (c) small games and instructional videos could probably increase learning times and loads; (d) different guidance and supports for errors and inconsistent display styles of error messages for each learning units; and (e) inappropriate feedback on errors and inadequate interaction on instructional videos. The usability problems were identified and improved with the usability evaluation methods. Educational implication and research recommendation are discussed.
* Chi‑Cheng Chang [email protected] Tristan Johnson [email protected] 1
Department of Technology Application and Human Resource Development, National Taiwan Normal University, Taipei, Taiwan ROC
2
Engineering Education Initiatives, Graduate School of Engineering At Northeastern University, Boston, MA, USA
13
Vol.:(0123456789)
J. Comput. Educ.
Keywords Game-based learning · Heuristics · Think-aloud · Usability · Energy saving
Introduction Multimedia learning can integrate knowledge and concepts into a variety of educational settings. There are many methods for multimedia learning including game-based learning, which is a close integration of contents and computer gaming characteristics. Prensky (2007) pointed out that games generated enjoyment and interest as well as enhanced learner motivation. Gamification of a game is perceived as being more playful, more engaging, more moving, more symbiotic (Brangier and Marache-Francisco 2020; Osipovskaya and Miakotnikova 2020; Tundjungsari 2020). With the application of digital technology, multimedia learning contains rich dynamic screens, which are helpful for enhancing learning performance (Mayer 2003). If game characteristics and gamifications were included in multimedia learning, students would retain a longer concentration on learning content and activities (Ga
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