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دانلود رایکان مقاله انگلیسی ISI با موضوع شناسایی، پیاده سازی و ارزیابی ویژگی های ضروری طراحی کاربر رابط با برنامه های کمک آموزشی کامپیوتری در ریاضیات

عنوان فارسی مقاله:

شناسایی، پیاده سازی و ارزیابی ویژگی های ضروری طراحی کاربر رابط با برنامه های کمک آموزشی کامپیوتری در ریاضیات برای دانش آموزان کم توان در یادگیری

عنوان انگلیسی مقاله:

The identification, implementation, and evaluation of critical user interface design features of computer-assisted instruction programs in mathematics for students with learning disabilities

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6. Discussion

6.1. Conclusions

In the field of special education, the instructional features of mathematics CAI programs have been emphasized and considered as critical factors to improve the mathematical performance of students with LD (Seo & Bryant, 2009). Beyond the instructional features, the user interface design features of mathematics CAI programs are also critical because the instructional features can be effectively delivered depending on how the interface of mathematics CAI programs is designed. However, there is a lack of systematic identification of the critical user interface design features of mathematics CAI programs for students with LD. Given the fact that students with LD are frequent users of CAI programs in schools (Banes & Walter, 1997; Becker & Sterling, 1987; Johnson & Hegarty, 2003; Lewis, 1998; Okolo, 1991), identifying the critical user interface design features and developing CAI programs incorporating those features are imperative to facilitating their mathematical learning through CAI. Therefore, it is noteworthy that this study identified the critical user interface design features of mathematics CAI programs for students with LD by analyzing the relationship between the performance and biological characteristics of students with LD, and the instructional features for these students. The three critical user interface design features were identified as instruction-driven, manifest structure, and adaptive interaction interfaces. Each of the features was further specified with seven implementation guidelines for example, controlling the amount of mathematics instruction, using visual representations, animations, and graphics, and selecting appropriate fonts and colors. In addition, this study designed and developed Math Explorer to demonstrate how the identified features and guidelines could be practically and successfully embedded in mathematics CAI programs. Finally, this study conducted usability testing to assess whether the interface of Math Explorer was well-designed for students with LD to facilitate their mathematical word problem-solving performance. In response to the special education teachers’ feedback in the first usability testing, this study revised Math Explorer and conducted the second usability testing with the students who were identified as having LD or were in the LD identification process in grades 2–3. The results of the second usability testing demonstrated that the students’ satisfaction was rated quite high (i.e., 4.9 and 4.91 out of 5.0) indicating that the interface of Math Explorer was improved and that Math Explorer would foster the mathematical word problem-solving performance of students with LD. Taken together, this study corroborated the fact that the critical user interface design features in mathematics CAI programs would be essential for facilitating the mathematical learning of students with LD and added further evidence that a CAI program with the identified features and guidelines, for example, Math Explorer, would be a potentially effective method for improving the mathematical performance of students with LD.