Enhancing Interaction through Visual Interfaces in the design of Hypermedia Games for English learning at Preschool

Autores

  • Mercedes Rico García Universidad de Extremadura
  • Eva Mª Dominguez Gómez Universidad de Extremadura

DOI:

https://doi.org/10.22456/1679-1916.85931

Palavras-chave:

interaction & graphic design, games, English, hypermedia, young learners

Resumo

As the presence of technologies becomes more apparent in every corner of our lives, interaction and user-centered design can be a vital tool in addressing target groups with special needs. Within the realm of education, this research proposes enhanced, user-friendly hypermedia applications for young children so they can be proficient enough to handle web-based interfaces and easily interact with content. The issue of how graphic content and visual design can be tailored for both the user and the content will be dealt with by examining the implementation of enhanced computer games interfaces for children. Research will be centered on the interaction design applied in creating instructions (referred to as intros) in gaming, the navigation icons needed by early learners while moving through hypermedia tasks and the understanding of the different backgrounds to recognize the type of game they are working on (e.g. matching, click and color, drag and drop, and the like). Evaluation through recorded observation of young learners´ interactions during class sessions detects trouble spots which consequently lead us to rethink navigation and interaction elements for the purpose of improving communication on the final product.

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Publicado

2018-07-21

Como Citar

RICO GARCÍA, M.; Mª DOMINGUEZ GÓMEZ, E. Enhancing Interaction through Visual Interfaces in the design of Hypermedia Games for English learning at Preschool. RENOTE, Porto Alegre, v. 16, n. 1, 2018. DOI: 10.22456/1679-1916.85931. Disponível em: https://www.seer.ufrgs.br/index.php/renote/article/view/85931. Acesso em: 7 fev. 2023.

Edição

Seção

Games e aplicativos