User Interface Design Guidelines for Computer-Based Learning Environments

1999 ◽  
Vol 19 (1) ◽  
pp. 65-84
Author(s):  
Marshall G. Jones ◽  
James R. Okey
Keyword(s):  
User Interface ◽  
Learning Environments ◽  
Interface Design ◽  
User Interface Design ◽  
Design Guidelines ◽  
Computer Based Learning ◽  
Computer Based ◽  
Computer Based Learning Environments

Simplicity, Consistency, Universality, Flexibility and Familiarity

2011 ◽  
pp. 179-187 ◽  
Author(s):  
Rich Picking ◽  
Vic Grout ◽  
John McGinn ◽  
Jodi Crisp ◽  
Helen Grout
Keyword(s):  
User Interface ◽  
Assistive Technology ◽  
Interface Design ◽  
Computer Systems ◽  
User Interface Design ◽  
Usability Evaluation ◽  
Design Guidelines ◽  
Disabled People ◽  
The Eu

This paper describes the user interface design, and subsequent usability evaluation of the EU FP6 funded Easyline+ project, which involved the development of ambient assistive technology to support elderly and disabled people in their interaction with kitchen appliances. During this process, established usability design guidelines and principles were considered. The authors’ analysis of the applicability of these has led to the development of a new set of principles, specifically for the design of ambient computer systems. This set of principles is referred to as SCUFF, an acronym for simplicity, consistency, universality, flexibility and familiarity. These evaluations suggest that adoption of the SCUFF principles was successful for the Easyline+ project, and that they can be used for other ambient technology projects, either as complementary to, or as an alternative to more generic and partially relevant principles.

scholarly journals The Effects of Using a Hypertext Tool for Selecting Design Guidelines

1992 ◽  
Vol 36 (4) ◽  
pp. 428-432 ◽  
Author(s):  
Jeffrey A. Fox
Keyword(s):  
User Interface ◽  
Interface Design ◽  
Selection Process ◽  
User Interface Design ◽  
Design Guidelines ◽  
Complex Task ◽  
Additional Time ◽  
Time Saving ◽  
Selection Of

Designing a User-System Interface (USI) is a complex task that has been approached in many ways. One approach has been to use USI design guidelines to help improve the quality and consistency of USIs. To be effective, a general set of guidelines must be tailored to a specific application. This study investigated the effects of using a hypertext design aid (DRUID, Dynamic Rules for User Interface Design) for the selection of USI guidelines by both experienced and novice guideline users. Results indicate that, in general, the participants performed their tasks as well with DRUID as with the book. However, the participants accessed the material differently for each medium and they selected more guidelines that were relevant when using the paper book. Subjectively, the software was preferred because it provided assistance in the selection process and provided additional time-saving design aids not available in the book.

Computer-based Learning Environments for Children with Special Needs

1987 ◽  
Vol 11 (1) ◽  
pp. 36-43
Author(s):  
Anne Williams
Keyword(s):  
Special Needs ◽  
Learning Environments ◽  
Learning Difficulties ◽  
Special School ◽  
Learning Needs ◽  
Computer Based Learning ◽  
Classroom Learning Environments ◽  
Computer Based ◽  
Special Learning Needs ◽  
Computer Based Learning Environments

How can we use computers effectively? This paper, which is intended for teachers already using computers in their classrooms, outlines and discusses three approaches to using and managing microcomputers with children who have special learning needs. The approaches describe computer-based classroom learning environments for children with a range of learning difficulties and are based on classroom work with children at D’Alton Special School, Hobart. Responses from some children working in these environments are also discussed.

Student-teacher communication directed to computer-based learning environments

Displays ◽  
1997 ◽  
Vol 17 (3-4) ◽  
pp. 167-178 ◽  
Author(s):  
R. Marín ◽  
P.J. Sanz ◽  
O. Coltell ◽  
J.M. Inesta ◽  
F. Barber ◽  
...  
Keyword(s):  
Learning Environments ◽  
Student Teacher ◽  
Teacher Communication ◽  
Computer Based Learning ◽  
Computer Based ◽  
Computer Based Learning Environments

Culture and Cognition: Implications for Cognitive Design of Learning Resources

2005 ◽  
Vol 49 (15) ◽  
pp. 1444-1448 ◽  
Author(s):  
Chang S. Nam ◽  
Hyung N. Kim ◽  
Tonya L. Smith-Jackson ◽  
Wayne A. Scales
Keyword(s):  
Interface Design ◽  
Design Guidelines ◽  
Learning Preferences ◽  
Cultural Learning ◽  
Web Based ◽  
Positioning Systems ◽  
Computer Based Learning ◽  
Computer Based ◽  
Culture Centered ◽  
Cognitive Design

The rapid growth of computer-based learning applications has generated the need for the consideration of learning styles of culturally diverse students. However, few attempts have been made to empirically study the influence of learner's cultural backgrounds on computer-based learning. Many studies have shown that mismatches between students' cultural learning preferences and pedagogy may negatively affect their academic performance and attitudes toward learning. The primary purpose of the study was to evaluate a Web-based tutorial for global positioning systems (GPS) designed by employing culture-centered interface design guidelines that would be compatible with cultural learning preferences of two ethnic groups -African- and European-Americans. Results of the study showed that AA students preferred a Web-based tutorial designed with interface design guidelines that were compatible with their cultural learning preferences. There are several implications for culture-centered cognitive design of learning resource.

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