Abstract
The learnability principle relates to improving the usability of software, as well as users’ performance and productivity. A gap has been identified as the current definition of the principle does not distinguish between users of different ages. To determine the extent of the gap, this article compares the ways in which two user groups, adults and children, learn how to use an unfamiliar software application. In doing this, we bring together the research areas of human-computer interaction (HCI), adult and child learning, learning theories and strategies, usability evaluation and interaction design. A literature survey conducted on learnability and learning processes considered the meaning of learnability of software applications across generations. In an empirical investigation, users aged from 9 to 12 and from 35 to 50 were observed in a usability laboratory while learning to use educational software applications. Insights that emerged from data analysis showed different tactics and approaches that children and adults use when learning unfamiliar software. Eye tracking data was also recorded. Findings indicated that subtle re- interpretation of the learnability principle and its associated sub-principles was required. An additional sub-principle, namely engageability was proposed to incorporate aspects of learnability that are not covered by the existing sub-principles. Our re-interpretation of the learnability principle and the resulting design recommendations should help designers to fulfill the varying needs of different-aged users, and improve the learnability of their designs.Keywords: Child computer interaction, Design principles, Eye tracking, Generational differences, human-computer interaction, Learning theories, Learnability, Engageability, Software applications, UasabilityDisciplines: Human-Computer Interaction (HCI) Studies, Computer science, Observational Studies
Highlights
The classic principles and guidelines for software design were aimed at improving work performance and productivity, aspects relevant mainly to adult users
Trans-disciplinarity implies the integrated application of various scientific theories, as is done in this research, which combines the disciplines of software design, learning and human-computer interaction
This section gives a brief introduction to the fields of human-computer interaction (HCI) and interaction design and explores existing research concerning the learnability principle and, more generally, the research and theory related to how children and adults learn
Summary
The classic principles and guidelines for software design were aimed at improving work performance and productivity, aspects relevant mainly to adult users. This study attempts to augment these ventures It does so by applying the literature and integrating research methodologies from various disciplines, including HCI, adult and child learning, learning theories and strategies, usability evaluation, and interaction design. Learnability is one of the quality components of usability; it refers to a measure of the degree to which a user interface can be learnt quickly and effectively In their definition of learnability, Dix et al (2004) include five sub-principles, namely predictability, familiarity, synthesisability, generalisability and consistency. The focus of the research on which this article is based, was to investigate the learnability principle to establish whether it should be applied differently to software for varying age groups, thereby supporting designers in meeting different generational needs. We explain the contribution of the research, some limitations and aspects that require further investigation
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