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courseware and usability of courseware</title> <meta name="description" content="Search results for: effect of courseware and usability of courseware"> <meta name="keywords" content="effect of courseware and usability of courseware"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research 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</div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: effect of courseware and usability of courseware</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15041</span> The Effectiveness of a Courseware in 7th Grade Chemistry Lesson</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Oguz%20Ak">Oguz Ak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study a courseware for the learning unit of `Properties of matters` in chemistry course is developed. The courseware is applied to 15 7th grade (about age 14) students in real settings. As a result of the study it is found that the students` grade in the learning unit significantly increased when they study the courseware themselves. In addition, the score improvements of the students who found the courseware is usable is not significantly higher than the score improvements of the students who did not found it usable. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20based%20instruction" title="computer based instruction">computer based instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=effect%20of%20courseware%20and%20usability%20of%20courseware" title=" effect of courseware and usability of courseware"> effect of courseware and usability of courseware</a>, <a href="https://publications.waset.org/abstracts/search?q=7th%20grade" title=" 7th grade "> 7th grade </a> </p> <a href="https://publications.waset.org/abstracts/24184/the-effectiveness-of-a-courseware-in-7th-grade-chemistry-lesson" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24184.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">460</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15040</span> Designing Teaching Aids for Dyslexia Students in Mathematics Multiplication</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohini%20Mohamed">Mohini Mohamed</a>, <a href="https://publications.waset.org/abstracts/search?q=Nurul%20Huda%20Mas%E2%80%99od"> Nurul Huda Mas’od</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was aimed at designing and developing an assistive mathematical teaching aid (courseware) in helping dyslexic students in learning multiplication. Computers and multimedia interactive courseware has benefits students in terms of increase learner’s motivation and engage them to stay on task in classroom. Most disability student has short attention span thus with the advantage offered by multimedia interactive courseware allows them to retain the learning process for longer period as compared to traditional chalk and talk method. This study was conducted in a public school at a primary level with the help of three special education teachers and six dyslexic students as participants. Qualitative methodology using interview with special education teachers and observations in classes were conducted. The development of the multimedia interactive courseware in this study was divided to three processes which were analysis and design, development and evaluation. The courseware was evaluated by using User Acceptance Survey Form and interview. Feedbacks from teachers were used to alter, correct and develop the application for a better multimedia interactive courseware. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disability%20students" title="disability students">disability students</a>, <a href="https://publications.waset.org/abstracts/search?q=dyslexia" title=" dyslexia"> dyslexia</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20teaching%20aid" title=" mathematics teaching aid"> mathematics teaching aid</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia%20interactive%20courseware" title=" multimedia interactive courseware"> multimedia interactive courseware</a> </p> <a href="https://publications.waset.org/abstracts/42917/designing-teaching-aids-for-dyslexia-students-in-mathematics-multiplication" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42917.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">403</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15039</span> The Effects of Drill and Practice Courseware on Students’ Achievement and Motivation in Learning English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Y.%20T.%20Gee">Y. T. Gee</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20N.%20Umar"> I. N. Umar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students’ achievement and motivation in learning English in Malaysia is a worrying trend as it is lagging behind several other countries in Asia. Thus, necessary actions have to be taken by the parties concerned to overcome this problem. The purpose of this research was to study the effects of drill and practice courseware on students’ achievement and motivation in learning English language. A multimedia courseware was developed for this purpose. The independent variable was the drill and practice courseware while the dependent variables were the students’ achievement and motivation. Their achievement was measured using pre-test and post-test scores, while motivation was measured using a questionnaire adapted from Keller’s (1979) Instructional Materials Motivation Scale. A total of 60 students from three vernacular primary schools in a northern state in Malaysia were randomly selected in this study. The findings indicate: (1) a significant difference between the students’ pre-test and post-test scores after using the courseware, (2) no significant difference in the achievement score between male and female students after using the courseware, (3) a significant difference in motivation score between the female and the male students, and (4) while the female students scored significantly higher than the male students in the aspects of relevance, confidence and satisfaction, no significant difference in terms of attention was observed between them. Overall, the findings clearly indicate that although the female students are significantly more motivated than their male students, they are equally good in terms of achievement after learning from the courseware. Through this study, the drill and practice courseware is proven to influence the students’ learning and motivation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=courseware" title="courseware">courseware</a>, <a href="https://publications.waset.org/abstracts/search?q=drill%20and%20practice" title=" drill and practice"> drill and practice</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20learning" title=" English learning"> English learning</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a> </p> <a href="https://publications.waset.org/abstracts/18538/the-effects-of-drill-and-practice-courseware-on-students-achievement-and-motivation-in-learning-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18538.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">307</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15038</span> Flipped Classroom in Bioethics Education: A Blended and Interactive Online Learning Courseware That Enhances Active Learning and Student Engagement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Molly%20Pui%20Man%20Wong">Molly Pui Man Wong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, a blended and interactive e-learning Courseware that our team developed will be introduced, and our team’s experiences on how the e-learning Courseware and the flipped classroom benefit student learning in bioethics in the medical program will be shared. This study is a continuation of the previously established study, which provides a summary of the well-developed e-learning Courseware in a blended learning approach and an update on its efficiency and efficacy. First, a collection of animated videos capturing selected topics of bioethics and related ethical issues and dilemma will be introduced. Next, a selection of problem-based learning videos (“simulated doctor-patient role play”) with pop-up questions and discussions will be further discussed. Our recent findings demonstrated that these activities launched by the Courseware strongly engaged students in bioethics education and enhanced students’ critical thinking and creativity, which were consistent with the previous data in the preliminary studies. Moreover, the educational benefits of the online art exhibition, art jamming, and competition will be discussed, through which students could express bioethics through arts and enrich their learning in medical research in an interactive, fun, and entertaining way, strengthening their interests in bioethics. Furthermore, online survey questionnaires and focus group interviews were conducted. Consistent with the preliminary studies, our results indicated that implementing the e-learning Courseware with a flipped classroom in bioethics education enhanced both active learning and student engagement. In conclusion, our Courseware not only reinforces education in art, bioethics, and medicine but also benefits students in understanding and critical thinking in socio-ethical issues and serves as a valuable learning tool in bioethics teaching and learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bioethics" title="bioethics">bioethics</a>, <a href="https://publications.waset.org/abstracts/search?q=courseware" title=" courseware"> courseware</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped%20classroom" title=" flipped classroom"> flipped classroom</a> </p> <a href="https://publications.waset.org/abstracts/146359/flipped-classroom-in-bioethics-education-a-blended-and-interactive-online-learning-courseware-that-enhances-active-learning-and-student-engagement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146359.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">127</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15037</span> A New Proposed Framework for the Development of Interface Design for Malaysian Interactive Courseware</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Norfadilah%20Kamaruddin">Norfadilah Kamaruddin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper introduces a new proposed framework for the development process of interface design for Malaysian interactive courseware by exploring four established model in the recent research literature, existing Malaysian government guidelines and Malaysian developers practices. In particular, the study looks at the stages and practices throughout the development process. Significant effects of each of the stages are explored and documented, and significant interrelationships among them suggested. The results of analysis are proposed as potential model that helps in establishing and designing a new version of Malaysian interactive courseware. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=development%20processes" title="development processes">development processes</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction%20with%20interface" title=" interaction with interface"> interaction with interface</a>, <a href="https://publications.waset.org/abstracts/search?q=interface%20design" title=" interface design"> interface design</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20sciences" title=" social sciences"> social sciences</a> </p> <a href="https://publications.waset.org/abstracts/2392/a-new-proposed-framework-for-the-development-of-interface-design-for-malaysian-interactive-courseware" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2392.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">379</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15036</span> Development of Tutorial Courseware on Selected Topics in Mathematics, Science and the English Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alice%20D.%20Dioquino">Alice D. Dioquino</a>, <a href="https://publications.waset.org/abstracts/search?q=Olivia%20N.%20Buzon"> Olivia N. Buzon</a>, <a href="https://publications.waset.org/abstracts/search?q=Emilio%20F.%20Aguinaldo"> Emilio F. Aguinaldo</a>, <a href="https://publications.waset.org/abstracts/search?q=Ruel%20Avila"> Ruel Avila</a>, <a href="https://publications.waset.org/abstracts/search?q=Erwin%20R.%20Callo"> Erwin R. Callo</a>, <a href="https://publications.waset.org/abstracts/search?q=Cristy%20Ocampo"> Cristy Ocampo</a>, <a href="https://publications.waset.org/abstracts/search?q=Malvin%20R.%20Tabajen"> Malvin R. Tabajen</a>, <a href="https://publications.waset.org/abstracts/search?q=Marla%20C.%20Papango"> Marla C. Papango</a>, <a href="https://publications.waset.org/abstracts/search?q=Marilou%20M.%20Ubina"> Marilou M. Ubina</a>, <a href="https://publications.waset.org/abstracts/search?q=Josephine%20Tondo"> Josephine Tondo</a>, <a href="https://publications.waset.org/abstracts/search?q=Cromwell%20L.%20Valeriano"> Cromwell L. Valeriano </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main purpose of this study was to develop, evaluate and validate courseware on Selected Topics in Mathematics, Science, and the English Language. Specifically, it aimed to: 1. Identify the appropriate Instructional Systems Design (ISD) model in the development of the courseware material; 2. Assess the courseware material according to its: a. Content Characteristics; b. Instructional Characteristics; and c. Technical Characteristics 3. Find out if there is a significant difference in the performance of students before and after using the tutorial CAI. This research is developmental as well as a one group pretest-posttest design. The study had two phases. Phase I includes the needs analysis, writing of lessons and storyboard by the respective experts in each field. Phase II includes the digitization or the actual development of the courseware by the faculty of the ICT department. In this phase it adapted an instructional systems design (ISD) model which is the ADDIE model. ADDIE stands for Analysis, Design, Development, Implementation and Evaluation. Formative evaluation was conducted simultaneously with the different phases to detect and remedy any bugs in the courseware along the areas of content, instructional and technical characteristics. The expected output are the digitized lessons in Algebra, Biology, Chemistry, Physics and Communication Arts in English. Students and some IT experts validated the CAI material using the Evaluation Form by Wong & Wong. They validated the CAI materials as Highly Acceptable with an overall mean rating of 4.527and standard deviation of 0 which means that they were one in the ratings they have given the CAI materials. A mean gain was recorded and computing the t-test for dependent samples it showed that there were significant differences in the mean achievement of the students before and after the treatment (using CAI). The identified ISD model used in the development of the tutorial courseware was the ADDIE model. The quantitative analyses of data based on ratings given by the respondents’ shows that the tutorial courseware possess the characteristics and or qualities of a very good computer-based courseware. The ratings given by the different evaluators with regard to content, instructional, and technical aspects of the Tutorial Courseware are in conformity towards being excellent. Students performed better in mathematics, biology chemistry, physics and the English Communication Arts after they were exposed to the tutorial courseware. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CAI" title="CAI">CAI</a>, <a href="https://publications.waset.org/abstracts/search?q=tutorial%20courseware" title=" tutorial courseware"> tutorial courseware</a>, <a href="https://publications.waset.org/abstracts/search?q=Instructional%20Systems%20Design%20%28ISD%29%20Model" title=" Instructional Systems Design (ISD) Model"> Instructional Systems Design (ISD) Model</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/8852/development-of-tutorial-courseware-on-selected-topics-in-mathematics-science-and-the-english-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8852.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">346</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15035</span> Expert Review on Conceptual Design Model of Assistive Courseware for Low Vision (AC4LV) Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nurulnadwan%20Aziz">Nurulnadwan Aziz</a>, <a href="https://publications.waset.org/abstracts/search?q=Ariffin%20Abdul%20Mutalib"> Ariffin Abdul Mutalib</a>, <a href="https://publications.waset.org/abstracts/search?q=Siti%20Mahfuzah%20Sarif"> Siti Mahfuzah Sarif</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports an ongoing project regarding the development of Conceptual Design Model of Assistive Courseware for Low Vision (AC4LV) learners. Having developed the intended model, it has to be validated prior to producing it as guidance for the developers to develop an AC4LV. This study requires two phases of validation process which are through expert review and prototyping method. This paper presents a part of the validation process which is findings from experts review on Conceptual Design Model of AC4LV which has been carried out through a questionnaire. Results from 12 international and local experts from various respectable fields in Human-Computer Interaction (HCI) were discussed and justified. In a nutshell, reviewed Conceptual Design Model of AC4LV was formed. Future works of this study are to validate the reviewed model through prototyping method prior to testing it to the targeted users. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assistive%20courseware" title="assistive courseware">assistive courseware</a>, <a href="https://publications.waset.org/abstracts/search?q=conceptual%20design%20model" title=" conceptual design model"> conceptual design model</a>, <a href="https://publications.waset.org/abstracts/search?q=expert%20review" title=" expert review"> expert review</a>, <a href="https://publications.waset.org/abstracts/search?q=low%20vision%20learners" title=" low vision learners"> low vision learners</a> </p> <a href="https://publications.waset.org/abstracts/17221/expert-review-on-conceptual-design-model-of-assistive-courseware-for-low-vision-ac4lv-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17221.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">546</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15034</span> Study on the Focus of Attention of Special Education Students in Primary School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tung-Kuang%20Wu">Tung-Kuang Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Hsing-Pei%20Hsieh"> Hsing-Pei Hsieh</a>, <a href="https://publications.waset.org/abstracts/search?q=Ying-Ru%20Meng"> Ying-Ru Meng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Special Education in Taiwan has been facing difficulties including shortage of teachers and lack in resources. Some students need to receive special education are thus not identified or admitted. Fortunately, information technologies can be applied to relieve some of the difficulties. For example, on-line multimedia courseware can be used to assist the learning of special education students and take pretty much workload from special education teachers. However, there may exist cognitive variations between students in special or regular educations, which suggests the design of online courseware requires different considerations. This study aims to investigate the difference in focus of attention (FOA) between special and regular education students of primary school in viewing the computer screen. The study is essential as it helps courseware developers in determining where to put learning elements that matter the most on the right position of screen. It may also assist special education specialists to better understand the subtle differences among various subtypes of learning disabilities. This study involves 76 special education students (among them, 39 are students with mental retardation, MR, and 37 are students with learning disabilities, LDs) and 42 regular education students. The participants were asked to view a computer screen showing a picture partitioned into 3 × 3 areas with each area filled with text or icon. The subjects were then instructed to mark on the prior given paper sheets, which are also partitioned into 3 × 3 grids, the areas corresponding to the pictures on the computer screen that they first set their eyes on. The data are then collected and analyzed. Major findings are listed: 1. In both text and icon scenario, significant differences exist in the first preferred FOA between special and regular education students. The first FOA for the former is mainly on area 1 (upper left area, 53.8% / 51.3% for MR / LDs students in text scenario; and 53.8% / 56.8% for MR / LDs students in icons scenario), while the latter on area 5 (middle area, 50.0% and 57.1% in text and icons scenarios). 2. The second most preferred area in text scenario for students with MR and LDs are area 2 (upper-middle, 20.5%) and 5 (middle area, 24.3%). In icons scenario, the results are similar, but lesser in percentage. 3. Students with LDs that show similar preference (either in text or icons scenarios) in FOA to regular education students tend to be of some specific sub-type of learning disabilities. For instance, students with LDs that chose area 5 (middle area, either in text or icon scenario) as their FOA are mostly ones that have reading or writing disability. Also, three (out of 13) subjects in this category, after going through the rediagnosis process, were excluded from being learning disabilities. In summary, the findings suggest when designing multimedia courseware for students with MR and LDs, the essential learning elements should be placed on area 1, 2 and 5. In addition, FOV preference may also potentially be used as an indicator for diagnosing students with LDs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=focus%20of%20attention" title="focus of attention">focus of attention</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20disabilities" title=" learning disabilities"> learning disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20retardation" title=" mental retardation"> mental retardation</a>, <a href="https://publications.waset.org/abstracts/search?q=on-line%20multimedia%20courseware" title=" on-line multimedia courseware"> on-line multimedia courseware</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education" title=" special education"> special education</a> </p> <a href="https://publications.waset.org/abstracts/96340/study-on-the-focus-of-attention-of-special-education-students-in-primary-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96340.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">164</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15033</span> Early Requirement Engineering for Design of Learner Centric Dynamic LMS</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kausik%20Halder">Kausik Halder</a>, <a href="https://publications.waset.org/abstracts/search?q=Nabendu%20Chaki"> Nabendu Chaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Ranjan%20Dasgupta"> Ranjan Dasgupta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We present a modelling framework that supports the engineering of early requirements specifications for design of learner centric dynamic Learning Management System. The framework is based on i* modelling tool and Means End Analysis, that adopts primitive concepts for modelling early requirements (such as actor, goal, and strategic dependency). We show how pedagogical and computational requirements for designing a learner centric Learning Management system can be adapted for the automatic early requirement engineering specifications. Finally, we presented a model on a Learner Quanta based adaptive Courseware. Our early requirement analysis shows that how means end analysis reveals gaps and inconsistencies in early requirements specifications that are by no means trivial to discover without the help of formal analysis tool. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adaptive%20courseware" title="adaptive courseware">adaptive courseware</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20requirement%20engineering" title=" early requirement engineering"> early requirement engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=means%20end%20analysis" title=" means end analysis"> means end analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20modelling" title=" organizational modelling"> organizational modelling</a>, <a href="https://publications.waset.org/abstracts/search?q=requirement%20modelling" title=" requirement modelling"> requirement modelling</a> </p> <a href="https://publications.waset.org/abstracts/8626/early-requirement-engineering-for-design-of-learner-centric-dynamic-lms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8626.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">500</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15032</span> WebGIS Development Framework With Prioritized Usability Elements</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ezekiel%20Mwangi">Ezekiel Mwangi</a>, <a href="https://publications.waset.org/abstracts/search?q=Stephen%20Kimani"> Stephen Kimani</a>, <a href="https://publications.waset.org/abstracts/search?q=Agnes%20Mindila"> Agnes Mindila</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Usability is one of the key factors that determine the success or failure of any WebGIS (technology normally applied on the internet to analyze and present spatial data on the Internet). However, not all the usability attributes have the same impact on usability. It is, therefore, necessary to prioritize WebGIS usability elements and determine the ones that are more crucial to the success of the WebGIS. This research aims to identify the main elements of WebGIS usability, investigate the order of importance and priority of the usability elements of WebGIS, and propose a WebGIS development framework that incorporates the prioritization of the usability elements. This will be achieved through a literature review. The outcome of this research will help usability specialists and WebGIS developers in determining specific usability elements that should be accorded more emphasis during the design and development of WebGIS. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=framework" title="framework">framework</a>, <a href="https://publications.waset.org/abstracts/search?q=prioritization" title=" prioritization"> prioritization</a>, <a href="https://publications.waset.org/abstracts/search?q=usability" title=" usability"> usability</a>, <a href="https://publications.waset.org/abstracts/search?q=WebGIS" title=" WebGIS"> WebGIS</a> </p> <a href="https://publications.waset.org/abstracts/129371/webgis-development-framework-with-prioritized-usability-elements" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129371.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">158</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15031</span> A Survey on E-Guide to Educational Tour Planning in Environmental Science among Standard Six Primary School Students the Ministry of Education Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.Halim%20Sahelan">A.Halim Sahelan</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Halid%20Abu"> Mohd Halid Abu</a>, <a href="https://publications.waset.org/abstracts/search?q=Jamaluddin%20Hashim"> Jamaluddin Hashim</a>, <a href="https://publications.waset.org/abstracts/search?q=Zulisman%20Maksom"> Zulisman Maksom</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Afif%20Md%20Nasir"> Mohd Afif Md Nasir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to assess the students' needs for the tour planning e-guide. The study is developing on the contribution and importance of the Educational Tour Planning Guide (ETP) is a multimedia courseware as one of the effective methods in teaching and learning of environmental science among the students in primary schools of the Ministry of Education, Malaysia. It is to provide the student with knowledge and experience about tourism, environmental science activities and process. E-guide to ETP also hopes to strengthen the student understanding toward the subject learns in the tourism environmental science. In order to assess the student's needs on the e-Guide to Educational Tour Planning in Environmental Science, the study has produced a similar e-Guide to ETP in the form as a courseware to be tested during the study. The study has involved several steps in order to be completed. It is such as the formulation of the problem, the review of the literature, the formulation of the study methodology, the production of the e-Guide to ETP, field survey and finally the analyses and discussion made on the data gathered during the study. The survey has involved 100 respondents among the students in standard six primary schools in Kluang Johor. Through the findings, the study indicates that the currently tested product is acceptable among the students in learning environmental science as a guide to plan for the tour. The findings also show a slight difference between the respondents who are using the e-Guide to ETP, and those who are not on the basis of the e-Guide to ETP results. Due the important for the study, the researcher hopes to be having a fair discussion and excellence, recommendation for the development of the product of the current study. This report is written also important to provide a written reference for the future related study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=the%20tour%20planning%20e-guide" title="the tour planning e-guide">the tour planning e-guide</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20Educational%20Tour%20Planning%20Guide" title=" the Educational Tour Planning Guide"> the Educational Tour Planning Guide</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20science" title=" environmental science"> environmental science</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia%20course%20ware" title=" multimedia course ware"> multimedia course ware</a> </p> <a href="https://publications.waset.org/abstracts/31785/a-survey-on-e-guide-to-educational-tour-planning-in-environmental-science-among-standard-six-primary-school-students-the-ministry-of-education-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31785.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">358</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15030</span> A Tool to Measure the Usability Guidelines for Arab E-Government Websites</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omyma%20Alosaimi">Omyma Alosaimi</a>, <a href="https://publications.waset.org/abstracts/search?q=Asma%20Alsumait"> Asma Alsumait</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The website developer and designer should follow usability guidelines to provide a user-friendly interface. Using tools to measure usability, the evaluator can evaluate automatically hundreds of links within few minutes. It has the advantage of detecting some violations that only machines can detect. For that using usability evaluating tool is important to find as many violations as possible. There are many websites usability testing tools, but none is developed to measure the usability of e-government website nor Arabic e-government websites. To measure the usability of the Arabic e-government websites, a tool is developed and tested in this paper. A comparison of using a tool specifically developed for e-government websites and general usability testing tool is presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-government" title="e-government">e-government</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20computer%20interaction" title=" human computer interaction"> human computer interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=usability%20evaluation" title=" usability evaluation"> usability evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=usability%20guidelines" title=" usability guidelines"> usability guidelines</a> </p> <a href="https://publications.waset.org/abstracts/13592/a-tool-to-measure-the-usability-guidelines-for-arab-e-government-websites" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13592.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">423</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15029</span> Usability Evaluation in Practice: Selecting the Appropriate Method </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hanan%20Hayat">Hanan Hayat</a>, <a href="https://publications.waset.org/abstracts/search?q=Russell%20Lock"> Russell Lock</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The importance of usability in ensuring software quality has been well established in literature and widely accepted by software development practitioners. Consequently, numerous usability evaluation methods have been developed. However, the availability of large variety of evaluation methods alongside insufficient studies that critically analyse them resulted in an ambiguous process of selection amongst non-usability-expert practitioners. This study investigates the factors affecting the selection of usability evaluation methods within a project by interviewing a software development team. The results of the data gathered are then analysed and integrated in developing a framework. The framework developed poses a solution to the selection processes of usability evaluation methods by adjusting to individual projects resources and goals. It has the potential to be further evaluated to verify its applicability and usability within the domain of this study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=usability%20evaluation" title="usability evaluation">usability evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluating%20usability%20in%20non-user%20entered%20designs" title=" evaluating usability in non-user entered designs"> evaluating usability in non-user entered designs</a>, <a href="https://publications.waset.org/abstracts/search?q=usability%20evaluation%20methods%20%28UEM%29" title=" usability evaluation methods (UEM)"> usability evaluation methods (UEM)</a>, <a href="https://publications.waset.org/abstracts/search?q=usability%20evaluation%20in%20projects" title=" usability evaluation in projects"> usability evaluation in projects</a> </p> <a href="https://publications.waset.org/abstracts/122850/usability-evaluation-in-practice-selecting-the-appropriate-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122850.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">158</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15028</span> Requirements Gathering for Improved Software Usability and the Potential for Usage-Centred Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kholod%20J.%20Alotaibi">Kholod J. Alotaibi</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrew%20M.%20Gravell"> Andrew M. Gravell</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Usability is an important software quality that is often neglected at the design stage. Although methods exist to incorporate elements of usability engineering, there is a need for more balanced usability focused methods that can enhance the experience of software usability for users. In this regard, the potential for Usage-Centered Design is explored with respect to requirements gathering and is shown to lead to high software usability besides other benefits. It achieves this through its focus on usage, defining essential use cases, by conducting task modeling, encouraging user collaboration, refining requirements, and so on. The requirements gathering process in UgCD is described in detail. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=requirements%20gathering" title="requirements gathering">requirements gathering</a>, <a href="https://publications.waset.org/abstracts/search?q=usability" title=" usability"> usability</a>, <a href="https://publications.waset.org/abstracts/search?q=usage-centred%20design" title=" usage-centred design"> usage-centred design</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20science" title=" computer science"> computer science</a> </p> <a href="https://publications.waset.org/abstracts/2468/requirements-gathering-for-improved-software-usability-and-the-potential-for-usage-centred-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2468.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">358</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15027</span> Assessing Usability of Behavior Coaching Organizer</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nathaniel%20A.%20Hoston">Nathaniel A. Hoston</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teacher coaching is necessary for improving student behaviors. While coaching technologies (e.g., bug-in-ear coaching, video-coaching) can assist the coaching process, little is known about the usability of those tools. This study assessed the usability and perceived efficacy of the Behavior Coaching Organizer (BCO) using usability testing methods (i.e., concurrent think-aloud, retrospective probing) in a simulated learning environment. Participants found that the BCO is moderately usable while perceiving the tool as highly effective for addressing concerning student behaviors. Additionally, participants noted a general need for continued coaching support. The results indicate a need for further usability testing with education research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behavioral%20interventions" title="behavioral interventions">behavioral interventions</a>, <a href="https://publications.waset.org/abstracts/search?q=Behavior%20Coaching%20Organizer" title=" Behavior Coaching Organizer"> Behavior Coaching Organizer</a>, <a href="https://publications.waset.org/abstracts/search?q=coaching%20technologies" title=" coaching technologies"> coaching technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=usability%20methods" title=" usability methods"> usability methods</a> </p> <a href="https://publications.waset.org/abstracts/128481/assessing-usability-of-behavior-coaching-organizer" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128481.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">124</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15026</span> Integrating Eye-Tracking Analysis to Enhance Web Usability Evaluation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Johanna%20Renny%20Octavia">Johanna Renny Octavia</a>, <a href="https://publications.waset.org/abstracts/search?q=Meliana%20Nurdin"> Meliana Nurdin</a>, <a href="https://publications.waset.org/abstracts/search?q=Ignatius%20Kevin%20Kurniawan"> Ignatius Kevin Kurniawan</a>, <a href="https://publications.waset.org/abstracts/search?q=Ricca%20Aksara"> Ricca Aksara</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is widely believed that usability evaluation is necessary to evaluate a website design for further improvement. Traditional methods of usability evaluation have given sufficient insights to reveal usability problems of websites. Eye-tracking analysis has been considered as a useful method that adds a powerful dimension to web usability evaluation. It allows web designers and usability researchers to understand exactly what users do and do not see on a web page, thus disclose more information on web usability and provide a more complete insights on a website design. This paper elaborates on moving beyond traditional methods of web usability evaluation by integrating eye-tracking analysis to enhance the evaluation of website design, and presents three case studies to support this approach. In these case studies, eye movement metrics such as gaze plots and fixation-derived metrics, and user performance data such as task completion times and number of errors were recorded as objective measurements that can inform the necessity for website design improvements. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design" title="design">design</a>, <a href="https://publications.waset.org/abstracts/search?q=eye-tracking" title=" eye-tracking"> eye-tracking</a>, <a href="https://publications.waset.org/abstracts/search?q=usability%20evaluation" title=" usability evaluation"> usability evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=website" title=" website"> website</a> </p> <a href="https://publications.waset.org/abstracts/54471/integrating-eye-tracking-analysis-to-enhance-web-usability-evaluation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54471.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">303</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15025</span> The Correlation between Users’ Star Rating and Usability on Mobile Applications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdulmohsen%20A.%20AlBesher">Abdulmohsen A. AlBesher</a>, <a href="https://publications.waset.org/abstracts/search?q=Richard%20T.%20Stone"> Richard T. Stone</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Star rating for mobile applications is a very useful way to differentiate between the best and worst rated applications. However, the question is whether the rating reflects the level of usability or not. The aim of this paper is to find out if the user’ star ratings on mobile apps correlate with the usability of those apps. Thus, we tested three mobile apps, which have different star ratings: low, medium, and high. Participating in the study, 15 mobile phone users were asked to do one single task for each of the three tested apps. After each task, the participant evaluated the app by answering a survey based on the System Usability Scale (SUS). The results found that there is no major correlation between the star rating and the usability. However, it was found that the task completion time and the numbers of errors that may happen while completing the task were significantly correlated to the usability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mobile%20applications" title="mobile applications">mobile applications</a>, <a href="https://publications.waset.org/abstracts/search?q=SUS" title=" SUS"> SUS</a>, <a href="https://publications.waset.org/abstracts/search?q=star%20rating" title=" star rating"> star rating</a>, <a href="https://publications.waset.org/abstracts/search?q=usability" title=" usability"> usability</a> </p> <a href="https://publications.waset.org/abstracts/61079/the-correlation-between-users-star-rating-and-usability-on-mobile-applications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61079.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">321</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15024</span> Usability Guidelines for Arab E-Government Websites</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omyma%20Alosaimi">Omyma Alosaimi</a>, <a href="https://publications.waset.org/abstracts/search?q=Asma%20Alsumait"> Asma Alsumait</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The website developer and designer should follow usability guidelines to provide a user-friendly interface. Many guidelines and heuristics have been developed by previous studies to help both the developer and designer in this task, but E-government websites are special cases that require specialized guidelines. This paper introduces a set of eighteen guidelines for evaluating the usability of e-government websites in general and Arabic e-government websites specifically, along with a check list of how to apply them. The validity and effectiveness of these guidelines were evaluated against a variety of user characteristics. The results indicated that the proposed set of guidelines can be used to identify qualitative similarities and differences with user testing and that the new set is best suited for evaluating general and e-governmental usability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-government" title="e-government">e-government</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20computer%20interaction" title=" human computer interaction"> human computer interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=usability%20evaluation" title=" usability evaluation"> usability evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=usability%20guidelines" title=" usability guidelines"> usability guidelines</a> </p> <a href="https://publications.waset.org/abstracts/4322/usability-guidelines-for-arab-e-government-websites" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4322.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">395</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15023</span> Identifying Mitigation Plans in Reducing Usability Risk Using Delphi Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jayaletchumi%20T.%20Sambantha%20Moorthy">Jayaletchumi T. Sambantha Moorthy</a>, <a href="https://publications.waset.org/abstracts/search?q=Suhaimi%20bin%20Ibrahim"> Suhaimi bin Ibrahim</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Naz%E2%80%99ri%20Mahrin"> Mohd Naz’ri Mahrin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Most quality models have defined usability as a significant factor that leads to improving product acceptability, increasing user satisfaction, improving product reliability, and also financially benefiting companies. Usability is also the best factor that acts as a balance for both the technical and human aspects of a software product, which is an important aspect in defining quality during software development process. A usability risk can be defined as a potential usability risk factor that a chosen action or activity may lead to a possible loss or an undesirable outcome. This could impact the usability of a software product thereby contributing to negative user experiences and causing a possible software product failure. Hence, it is important to mitigate and reduce usability risks in the software development process itself. By managing possible involved usability risks in software development process, failure of software product could be reduced. Therefore, this research uses the Delphi method to identify mitigation plans to reduce potential usability risks. The Delphi method is conducted with seven experts from the field of risk management and software development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=usability" title="usability">usability</a>, <a href="https://publications.waset.org/abstracts/search?q=usability%20risk" title=" usability risk"> usability risk</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20management" title=" risk management"> risk management</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20mitigation" title=" risk mitigation"> risk mitigation</a>, <a href="https://publications.waset.org/abstracts/search?q=delphi%20study" title=" delphi study"> delphi study</a> </p> <a href="https://publications.waset.org/abstracts/11891/identifying-mitigation-plans-in-reducing-usability-risk-using-delphi-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11891.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">467</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15022</span> A Unified Approach to Support the Coordination of Usability Work in Agile Software Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fouad%20Abdulameer%20Salman">Fouad Abdulameer Salman</a>, <a href="https://publications.waset.org/abstracts/search?q=Aziz%20Bin%20Deraman"> Aziz Bin Deraman</a>, <a href="https://publications.waset.org/abstracts/search?q=Masita%20Binti%20Abdul%20Jalil"> Masita Binti Abdul Jalil</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Usability evaluation is essential for developing usable software systems, yet its integration within agile software development remains a challenging interdisciplinary endeavour. In this paper, the authors present a study to investigate obstacles of such integration from the management perspective. The study incorporates two methods, namely an online questionnaire survey and a series of interviews with participants that answered the questionnaire. Based on the obtained results, a unified approach is proposed for enabling coordinate the efforts of agile developers and usability engineers to produce usable software systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=usability" title="usability">usability</a>, <a href="https://publications.waset.org/abstracts/search?q=usability%20evaluation" title=" usability evaluation"> usability evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20development%20process" title=" software development process"> software development process</a>, <a href="https://publications.waset.org/abstracts/search?q=usability%20management" title=" usability management"> usability management</a> </p> <a href="https://publications.waset.org/abstracts/85662/a-unified-approach-to-support-the-coordination-of-usability-work-in-agile-software-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85662.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">458</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15021</span> Usability Evaluation of a Mobile Application to Enhance the Use of Smartphone, by Visually Impaired Users in Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Johanna%20Renny%20Octavia">Johanna Renny Octavia</a>, <a href="https://publications.waset.org/abstracts/search?q=Kamila%20Okta%20Saarah"> Kamila Okta Saarah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Smartphone nowadays is widely used by many people all over the world. However, people with vision impairment may experience difficulties that interfere with the proper usage of the smartphone. In Indonesia, the population of visually impaired is about 13 million people (estimated 285 million people worldwide). There are a number of mobile applications developed to enhance the use of smartphone by visually impaired. This paper discusses the usability evaluation of a mobile application, namely Ray Vision, designed to help visually impaired in using smartphone. A series of usability testing with a number of Indonesian visually impaired revealed 28 usability problems in the mobile application that led to 14 design recommendations. The redesigned application was then re-evaluated through another usability testing series. The results showed that all five usability criteria assessed were increased (usefulness by 13%, effectiveness by 27%, efficiency by 27%, satisfaction by 23%, and learnability by 12%). The System Usability Score (SUS) was also increased by 14.92%. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mobile%20application" title="mobile application">mobile application</a>, <a href="https://publications.waset.org/abstracts/search?q=smartphone" title=" smartphone"> smartphone</a>, <a href="https://publications.waset.org/abstracts/search?q=usability%20evaluation" title=" usability evaluation"> usability evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=vision%20impaired" title=" vision impaired"> vision impaired</a> </p> <a href="https://publications.waset.org/abstracts/57817/usability-evaluation-of-a-mobile-application-to-enhance-the-use-of-smartphone-by-visually-impaired-users-in-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57817.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">312</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15020</span> Assessing the Usability and Accessibility of Turkey E-Government Websites</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yakup%20Akg%C3%BCl">Yakup Akgül</a>, <a href="https://publications.waset.org/abstracts/search?q=Kemal%20Vatansever"> Kemal Vatansever</a> </p> <p class="card-text"><strong>Abstract:</strong></p> E-Government services offer citizens an easy way to accomplish their work anytime and anywhere. Ensuring the accessibility and usability of such services is crucial to citizens to allow smooth online transaction. In this paper, an empirical study to investigate the accessibility and usability of a representative sample of Turkish e-government services presented. The study evaluated sixty one Turkish government websites according to four perspectives.The accessibility will be based on the compliance to WCAG 2.0 recommendations, and the usability will be based on a heuristics-based content, HTML and CSS validity and current use of HTML 5 and ARIA. The evaluation results show that the examined e-Government services have one or more accessibility issues. On the other hand, in terms of usability, most services were usable and well designed, thus little work is recommended to make them more user-friendly and attractive to citizen. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accessibility" title="accessibility">accessibility</a>, <a href="https://publications.waset.org/abstracts/search?q=e-government" title=" e-government"> e-government</a>, <a href="https://publications.waset.org/abstracts/search?q=usability" title=" usability"> usability</a>, <a href="https://publications.waset.org/abstracts/search?q=Turkey" title=" Turkey"> Turkey</a> </p> <a href="https://publications.waset.org/abstracts/26891/assessing-the-usability-and-accessibility-of-turkey-e-government-websites" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26891.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">562</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15019</span> Investigating the Usability of a University Website from the Users’ Perspective: An Empirical Study of Benue State University Website </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abraham%20Undu">Abraham Undu</a>, <a href="https://publications.waset.org/abstracts/search?q=Stephen%20Akuma"> Stephen Akuma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Websites are becoming a major component of an organization’s success in our ever globalizing competitive world. The website symbolizes an organization, interacting or projecting an organization’s principles, culture, values, vision, and perspectives. It is an interface connecting organizations and their clients. The university, as an academic institution, makes use of a website to communicate and offer computing services to its stakeholders (students, staff, host community, university management etc). Unfortunately, website designers often give more consideration to the technology, organizational structure and business objectives of the university than to the usability of the site. Website designers end up designing university websites which do not meet the needs of the primary users. This empirical study investigated the Benue State University website from the point view of students. This research was realized by using a standardized website usability questionnaire based on the five factors of usability defined by WAMMI (Website Analysis and Measurement Inventory): attractiveness, controllability, efficiency, learnability and helpfulness. The result of the investigation showed that the university website (https://portal.bsum.edu.ng/) has neutral usability level because of the usability issues associated with the website. The research recommended feasible solutions to improve the usability of the website from the users’ perspective and also provided a modified usability model that will be used for better evaluation of the Benue State University website. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Benue%20State%20University" title="Benue State University">Benue State University</a>, <a href="https://publications.waset.org/abstracts/search?q=modified%20usability%20model" title=" modified usability model"> modified usability model</a>, <a href="https://publications.waset.org/abstracts/search?q=usability" title=" usability"> usability</a>, <a href="https://publications.waset.org/abstracts/search?q=usability%20factors" title=" usability factors"> usability factors</a> </p> <a href="https://publications.waset.org/abstracts/99249/investigating-the-usability-of-a-university-website-from-the-users-perspective-an-empirical-study-of-benue-state-university-website" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99249.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">151</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15018</span> Challenges in Promoting Software Usability and Applying Principles of Usage-Centred Design in Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kholod%20J.%20Alotaibi">Kholod J. Alotaibi</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrew%20M.%20Gravell"> Andrew M. Gravell</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A study was conducted in which 212 software developers in higher education institutions in Saudi Arabia were surveyed to gather an indication of their understanding of the concept of usability, their acceptance of its importance, and to see how well its principles are applied. Interviews were then held with 20 of these developers, and a demonstration of Usage-Centred Design was attempted, a highly usability focused software development methodology, at one select institution for its redesign of an e-learning exam system interface during the requirements gathering phase. The study confirms the need to raise awareness of usability and its importance, and for Usage-Centred Design to be applied in its entirety, also need to encourage greater consultation with potential end-users of software and collaborative practices. The demonstration of Usage-Centred Design confirmed its ability to capture usability requirements more completely and precisely than would otherwise be the case, and hence its usefulness for developers concerned with improving software usability. The concluding discussion delves on the challenges for promoting usability and Usage-Centred Design in light of the research results and findings and recommendations are made for the same. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=usability" title="usability">usability</a>, <a href="https://publications.waset.org/abstracts/search?q=usage-centred" title=" usage-centred"> usage-centred</a>, <a href="https://publications.waset.org/abstracts/search?q=applying%20principles%20of%20usage-centred" title=" applying principles of usage-centred"> applying principles of usage-centred</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20Arabia" title=" Saudi Arabia"> Saudi Arabia</a> </p> <a href="https://publications.waset.org/abstracts/22698/challenges-in-promoting-software-usability-and-applying-principles-of-usage-centred-design-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22698.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">392</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15017</span> Usability Issues of Smart Phone Applications: For Visually Challenged People</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anam%20Ashraf">Anam Ashraf</a>, <a href="https://publications.waset.org/abstracts/search?q=Arif%20Raza"> Arif Raza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this era of globalization, adoption of technology is quite difficult for people with physical disabilities compared to people with normal abilities. The advancement in mobile based accessible applications has opened up several different avenues for the visually challenged across the globe. Smartphones applications are not very common for blind people, but they access and use these applications in their daily lives to some extent. Several smartphone applications have a number of usability issues for the visually impaired. In this paper, we evaluate the usability of various android and iPhone applications for blind people through analysis and surveys. This paper aspires to provide guidance in order to increase smartphone application accessibility for the visually impaired. An abstract application design is also proposed to overcome usability issues in smartphone applications for visually challenged people. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eyes-free%20shell" title="eyes-free shell">eyes-free shell</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20computer%20interaction" title=" human computer interaction"> human computer interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=usability%20engineering" title=" usability engineering"> usability engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=visually%20challenged" title=" visually challenged"> visually challenged</a> </p> <a href="https://publications.waset.org/abstracts/8962/usability-issues-of-smart-phone-applications-for-visually-challenged-people" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8962.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">365</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15016</span> Usability in E-Commerce Websites: Results of Eye Tracking Evaluations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Beste%20Kays%C4%B1">Beste Kaysı</a>, <a href="https://publications.waset.org/abstracts/search?q=Yasemin%20Topalo%C4%9Flu"> Yasemin Topaloğlu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Usability is one of the most important quality attributes for web-based information systems. Specifically, for e-commerce applications, usability becomes more prominent. In this study, we aimed to explore the features that experienced users seek in e-commerce applications. We used eye tracking method in evaluations. Eye movement data are obtained from the eye-tracking method and analyzed based on task completion time, number of fixations, as well as heat map and gaze plot measures. The results of the analysis show that the eye movements of participants' are too static in certain areas and their areas of interest are scattered in many different places. It has been determined that this causes users to fail to complete their transactions. According to the findings, we outlined the issues to improve the usability of e-commerce websites. Then we propose solutions to identify the issues. In this way, it is expected that e-commerce sites will be developed which will make experienced users more satisfied. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-commerce%20websites" title="e-commerce websites">e-commerce websites</a>, <a href="https://publications.waset.org/abstracts/search?q=eye%20tracking%20method" title=" eye tracking method"> eye tracking method</a>, <a href="https://publications.waset.org/abstracts/search?q=usability" title=" usability"> usability</a>, <a href="https://publications.waset.org/abstracts/search?q=website%20evaluations" title=" website evaluations"> website evaluations</a> </p> <a href="https://publications.waset.org/abstracts/97604/usability-in-e-commerce-websites-results-of-eye-tracking-evaluations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97604.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">182</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15015</span> Overcoming Usability Challenges of Educational Math Apps: Designing and Testing a Mobile Graphing Calculator</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Tomaschko">M. Tomaschko</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The integration of technology in educational settings has gained a lot of interest. Especially the use of mobile devices and accompanying mobile applications can offer great potentials to complement traditional education with new technologies and enrich students’ learning in various ways. Nevertheless, the usability of the deployed mathematics application is an indicative factor to exploit the full potential of technology enhanced learning because directing cognitive load toward using an application will likely inhibit effective learning. For this reason, the purpose of this research study is the identification of possible usability issues of the mobile GeoGebra Graphing Calculator application. Therefore, eye tracking in combination with task scenarios, think aloud method, and a SUS questionnaire were used. Based on the revealed usability issues, the mobile application was iteratively redesigned and assessed in order to verify the success of the usability improvements. In this paper, the identified usability issues are presented, and recommendations on how to overcome these concerns are provided. The main findings relate to the conception of a mathematics keyboard and the interaction design in relation to an equation editor, as well as the representation of geometrical construction tools. In total, 12 recommendations were formed to improve the usability of a mobile graphing calculator application. The benefit to be gained from this research study is not only the improvement of the usability of the existing GeoGebra Graphing Calculator application but also to provide helpful hints that could be considered from designers and developers of mobile math applications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=GeoGebra" title="GeoGebra">GeoGebra</a>, <a href="https://publications.waset.org/abstracts/search?q=graphing%20calculator" title=" graphing calculator"> graphing calculator</a>, <a href="https://publications.waset.org/abstracts/search?q=math%20education" title=" math education"> math education</a>, <a href="https://publications.waset.org/abstracts/search?q=smartphone" title=" smartphone"> smartphone</a>, <a href="https://publications.waset.org/abstracts/search?q=usability" title=" usability"> usability</a> </p> <a href="https://publications.waset.org/abstracts/114587/overcoming-usability-challenges-of-educational-math-apps-designing-and-testing-a-mobile-graphing-calculator" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114587.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15014</span> Usability Testing with Children: BatiKids Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hestiasari%20Rante">Hestiasari Rante</a>, <a href="https://publications.waset.org/abstracts/search?q=Leonardo%20De%20Ara%C3%BAjo"> Leonardo De Araújo</a>, <a href="https://publications.waset.org/abstracts/search?q=Heidi%20Schelhowe"> Heidi Schelhowe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Usability testing with children is similar in many aspects to usability testing with adults. However, there are a few differences that one needs to be aware of in order to get the most out of the sessions, and to ensure that children are comfortable and enjoying the process. This paper presents the need to acquire methodological knowledge for involving children as test users in usability testing, with consideration on Piaget’s theory of cognitive growth. As a case study, we use BatiKids, an application developed to evoke children’s enthusiasm to be involved in culture heritage preservation. The usability test was applied to 24 children from 9 to 10 years old. The children were divided into two groups; one interacted with the application through a graphic tablet with pen, and the other through touch screen. Both of the groups had to accomplish the same amount of tasks. In the end, children were asked to give feedback. The results suggested that children who interacted using the graphic tablet with pen had more difficulties rather than children who interacted through touch screen. However, the difficulty brought by the graphic tablet with pen is an important learning objective in order to understand the difficulties of using <em>canting</em>, which is an important part of batik. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=batikids" title="batikids">batikids</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=child-computer%20interaction" title=" child-computer interaction"> child-computer interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=usability%20test" title=" usability test"> usability test</a> </p> <a href="https://publications.waset.org/abstracts/53176/usability-testing-with-children-batikids-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53176.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">296</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15013</span> Elements of Usability and Sociability in Activity Management System for e-Masjid</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hidayah%20bt%20Rahmalan">Hidayah bt Rahmalan</a>, <a href="https://publications.waset.org/abstracts/search?q=Marhazli%20Kipli"> Marhazli Kipli</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Suffian%20Sikandar%20Ghani"> Muhammad Suffian Sikandar Ghani</a>, <a href="https://publications.waset.org/abstracts/search?q=Maisarah%20Abu"> Maisarah Abu</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Faisal%20Ashaari"> Muhammad Faisal Ashaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Norlizam%20Md%20Sukiban"> Norlizam Md Sukiban</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study presents an example of activity management system for e-Masjid implementing elements of usability and sociability. It is expected to resolve the shortcomings of the most e-Masjid that provide lot of activities to their community. However, the data on handling a lot of activities or events in which involve a lot of people will be difficult to manipulate. Thus, this paper presents the usability and sociability element on an activity management system that not only eases the job for the user but being practical for future when the community join any events. For the time being, this activity management system was only applied for Sayyidina Abu Bakar Mosque in Utem, Malacca. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-masjid" title="e-masjid">e-masjid</a>, <a href="https://publications.waset.org/abstracts/search?q=usability" title=" usability"> usability</a>, <a href="https://publications.waset.org/abstracts/search?q=sociability" title=" sociability"> sociability</a>, <a href="https://publications.waset.org/abstracts/search?q=activity%20management%20system" title=" activity management system"> activity management system</a> </p> <a href="https://publications.waset.org/abstracts/30718/elements-of-usability-and-sociability-in-activity-management-system-for-e-masjid" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30718.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">366</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15012</span> The Mediating Effect of Destination Image on Intention to Use a Tourism App</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arej%20Alhemimah">Arej Alhemimah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the influence of tourists’ perceptions of destination image on their intention to use a tourism app. It examines the roles played by tourists’ perceptions of app/website usability, information quality, and risk in shaping tourism destination image and, subsequently, their app use intention. Using an online questionnaire, the study surveyed 194 international tourists in Saudi Arabia. Results were analysed using PLS-SEM. All the proposed hypotheses were supported and significant. Perceived risk had the strongest influence, followed by the influence of tourists’ perceptions of information quality, then app usability. Additionally, perceived risk was found to have a strong effect on the application use intention. The study makes a significant contribution to the tourism website/application literature; its implications provide practical insights and recommendations for destination marketers and managers to improve their online and social media presence in terms of enhancing e-platform usability, quality of provided information, and most importantly, to create a destination strategy to manage tourists’ risk perceptions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=destination%20image" title="destination image">destination image</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20risk" title=" perceived risk"> perceived risk</a>, <a href="https://publications.waset.org/abstracts/search?q=use%20intention" title=" use intention"> use intention</a>, <a href="https://publications.waset.org/abstracts/search?q=tourism%20app" title=" tourism app"> tourism app</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20quality" title=" information quality"> information quality</a> </p> <a href="https://publications.waset.org/abstracts/162628/the-mediating-effect-of-destination-image-on-intention-to-use-a-tourism-app" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162628.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">84</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=effect%20of%20courseware%20and%20usability%20of%20courseware&page=2">2</a></li> <li class="page-item"><a class="page-link" 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