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Satisfaction test results in the version of the Cucho Run game that uses the generic graphical directive suggested by Apple. The number of responses per statement denoted in this table were grouped according to what is established in Appendix B. The subtotal is cal- culated by adding the multiplication of the number of responses in each statement by its equivalence on the Likert scale.
Source publication
Aim/Purpose
This research is a comparative test between two Human Computer Interaction (HCI) design approaches - Apple versus one informed by child users.
Background
There are studies concerning the creation of graphical interfaces for kids, howev-er, they do not involve them in the design process. On the other hand, operating systems such as Apple...
Context in source publication
Context 1
... tests using the Likert scale reflect qualitative results that are subject to the child's perception at the time of the test. In Table 5, high percentages of satisfaction expressed by the child can be evidenced when playing Cucho Run with the Apple version, in each of the five questions based on the experiment of M. Ismail et al., 2011. The overall total percentage of satisfaction is 84.93%, which is equivalent to the average of the individual percentages of satisfaction of each statement. ...Citations
... They preferred completing tasks given on paper to point out the answers (Haug, 2014). Thus, mobile devices with touch screens will make deaf children feel more able to interact with the learning application using their fingers (Marin et al., 2019). ...
... Based on Table 3, some requirements were produced after reviewing past research related to this study. The requirements are games (González-González et al., 2014;Marin et al., 2019;Ping et al., 2022), understandable (Basas & Pagliaro, 2014;Nathan et al., 2018), an interpreter of sign language (Nathan et al., 2018), and a simple design (Latiff et al., 2019). Basas and Pagliaro (2014) Easily understandable guideline Visual interface Yeratziotis and Van Greunen (2013) Visualisation, sign language Mutalib et al. (2016) Navigation, sign language, and flow of content Nathan et al. (2018) Interpreter, understandable, and simple design Latiff et al. (2019) Sign language, video tutorials, images, games ...
... Users can interact with this application by translating the provided sign language into text and then popping it. It makes the user happy, especially children who like playing while learning and having fun with their lessons (González-González et al., 2014;Marin et al., 2019). ...
In the domain of mobile learning applications for deaf children, many studies are more concerned with the development of mobile learning applications for deaf children than with determining what makes them enjoyable for this group of children. Some of these learning applications do not meet the needs of deaf children for learning since the requirements were not collected from the actual deaf children. As a result, many deaf learning applications are still not gaining much popularity among people who are deaf or hard of hearing due to the application due to the applications’ inability to meet their expectations and needs. Hence, this paper aims to identify the requirements for designing an enjoyable mobile learning application for deaf children. In achieving this goal, it is essential to identify the requirements of deaf children on mobile learning applications from their own everyday experience and support these identified needs with requirements gathered from their parents and teachers and literature. Three methods were conducted for this study to identify and synthesise these requirements: (1) Fun Sorter data collection method was conducted among the deaf children, whose ages are between 7 and 12 years old; (2) an interview involving teachers and parents of deaf children; and (3) a literature review on deaf children’s learning. The identified requirements were verified through a focused group attended by eight mobile learning developers. The finding identified six requirements: multimedia elements, games, easy-to-use, simple tasks, guidance,and alerting. These requirements serve as crucial guidelines for mobile app developers, enabling the creation of enjoyable learningapplications designed specifically for deaf children. Furthermore, these requirements can potentially improve the learning journey ofdeaf children, offering them valuable benefits and enhancing their educational experiences.
