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Design Models and Their Implication for Interface Design of Children’s Educational Software
PROCEEDINGS

, , Concordia University, Canada

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Quebec City, Canada ISBN 978-1-880094-63-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This position paper synthesizes the results of a literature review on interface design theories, and suggests how they might be applied to the design of interfaces to be used by children. Three design theories are described including User-Centered design, Learner-Centered design and Performance-Centered design in an attempt to contrast their similarities and differences and their application to the design of educational software for children. Given that design theories are goal-oriented and prescriptive, the paper demonstrates that it is the goal of the theory rather than the processes associated with it that determines the ultimate interface design. While guidelines for the design of software interfaces do exist, they are on their own of little value; they can only be effective when applied during the design process while employing a specific design theory.

Citation

Aslan, O. & Carliner, S. (2007). Design Models and Their Implication for Interface Design of Children’s Educational Software. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1384-1393). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved April 21, 2019 from .

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