Print Email Facebook Twitter Collaboration, usability and learning of traditional vs. Stylus input for Brazilian Dutch Children Title Collaboration, usability and learning of traditional vs. Stylus input for Brazilian Dutch Children Author Terra, D. Contributor Brinkman, W.P. (mentor) Heynderickx, I.E.J.R. (mentor) Faculty Electrical Engineering, Mathematics and Computer Science Department Man-Machine Interaction Programme Media & Knowledge Engineering Date 2010-04-07 Abstract The present study was aimed at comparing traditional input using keyboard and mouse to the direct stylus input for 9 to 11 years old children in a Brazilian (N=48) and a Dutch (N=48) primary school. The ultimate goal was to improve child education with the aid of computers. A structured experiment was designed and performed to empirically acquire measurements of collaboration, usability, and learning. The children did a pointing, text-entry and drawing task using both input methods. The task itself was based on recognizing emotions in photographs of faces. Self-report methods were used to inquire preference, ease-of-use, enjoyment, and effectiveness. Automatic logging was done to obtain performance data in terms of task scores and interaction duration. Video recordings were annotated to get behavioral information of arousal, valence, cooperation, and attention. Within-subjects significance tests were used to analyze the collected data for usability and collaboration differences. Between-subjects significance tests were applied to study differences in learning. The traditional input devices were more effective, but the stylus yielded higher satisfaction. Efficiency depended on the location and the input task. Location further also affected the intensity of the other usability findings. Based on the results, a theory was posed that the stylus brings forth a more playful attitude, compared to a more formal stance with traditional input devices. No difference between the stylus and traditional devices was found with respect to learning or collaboration. With the findings, organizations that consider using stylus input for children in educational settings may better understand the implications of their decision. The primary decision revolves around the relative importance of effectiveness and satisfaction. Subject StyluskeyboardmouseBrazilNetherlandscollaborationusabilitylearning To reference this document use: http://resolver.tudelft.nl/uuid:7736add1-24d5-4dbc-ba85-bc4400a6ff13 Part of collection Student theses Document type master thesis Rights (c) 2010 Terra, D. Files PDF Master_Thesis_by_Daan_Terra.pdf 3.61 MB Close viewer /islandora/object/uuid:7736add1-24d5-4dbc-ba85-bc4400a6ff13/datastream/OBJ/view