Evaluating the User Experience of Learning Tools, with a Focus on Pupils with PIMD: Using the Taxonomy of Behavioral Categories and Expert Assessments
This study is part of a design research aimed at solving the problem of learning tools for pupils with profound intellectual and multiple disabilities (PIMD). The aim of this part of the study was to develop a user experience evaluation system for pupils with PIMD. Three pupils with PIMD, aged 9–14 years old were observed. The pupil’s activities were observed and videotaped as they encountered different situations over the course of a year. A face-to-face questionnaire based on the taxonomy of 14 behavioral categories (Petry & Maes, 2006) was administered to their parents and teachers. An individual profile of each child was created, based on their responses to the questionnaires, and then compared to an assessment of the videotaped situations, and then each behavior has been coded. The students were observed in three situations: in an everyday school-based situation – the students used familiar learning tools and activities were initiated in a classroom that was used daily; in a new school-based situation – students used learning tools that they had never seen before, activities were initiated in a classroom that had not been used daily and in a new situation – using objects exhibited in a museum, smart interior textiles. Overall 93 different activities were analyzed. The use of learning tools at school was evaluated with the help of behavioral indicators to which a text specifying the activity was added. The results were compared to the data from the interviews with parents and teachers. The use of...
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