Abstract
The findings of preliminary studies found that conventional approaches were still relevant but students showed weak and moderate interest and quickly lost focus rather than technology approaches such as serious games were used especially for slow reading students (SRS). Most teachers use interventions that are not specifically designed to help SRS. They usually use teaching aids below the literacy level of the SRS. Therefore, an easy and user-friendly games application called “Mari Membaca” or M2M was developed. The objective is to make sure the application is free from design and interface problems by demonstrating the application of expert-based usability evaluation techniques such as Heuristic evaluation. This paper reports the experimental heuristic evaluation of M2M for SRS among expert evaluators includes remedial teachers and game developers. This study adopted ten Usability Heuristics and seven brain-compatible instructional phases of brain-based learning to be included in the questionnaire. The overall result derived from the evaluation is 14 out of 17 (3.41-5.00) above average mean score, which are neutral (2.61-3.40) in one domain. Several comments and feedback from the experts were essentials for further improvement of the game application to ensure meets the user requirement and expectation.
Highlights
Struggles in reading can cause difficulties in all subject areas
The Heuristic Evaluation process can be separated in three major phases: An inspection phase, in which evaluators independently evaluate the user interface; a preparation phase where evaluators independently prepare their list of identified problems for aggregation; and an aggregation phase, in which evaluators together collaborate to generate a single report of usability problems
M2M was developed for slow reading student as one of the teaching aid material to help teacher at school
Summary
Struggles in reading can cause difficulties in all subject areas. Mastery in reading skills can influence in the progress or failure in daily performance especially in the examination [1]–[3]. The use of games in teaching and learning (T&L) is increasingly gaining attention by teachers The use of this medium is seen as an intervention tool to help SRS master the reading skills. There is a very different approach in learning to help educators today in evaluating, teaching and curriculum planning [13], which is brain-based learning (BBL) approach [14], [15]. In this serious game, the integration of the BBL approach is seen as an intervention in T&L to help students optimize the brain use and stay focused on learning. Conclusion and future work that can be expand from this paper
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