Gauthier, Andrea;
Porayska-Pomsta, Kaska;
Dumontheil, Iroise;
Mayer, Sveta;
Mareschal, Denis;
(2022)
Manipulating Interface Design Features Affects Children's Stop-And-Think Behaviours in a Counterintuitive-Problem Game.
ACM Transactions on Computer-Human Interaction
, 29
(2)
, Article 12. 10.1145/3485168.
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Abstract
The human–computer interaction (HCI) design of educational technologies influences cognitive behaviour, so it is imperative to assess how different HCI strategies support intended behaviour. We developed a neuroscience-inspired game that trains children's use of “stopping-and-thinking” (S&T)—an inhibitory control-related behaviour—in the context of counterintuitive science problems. We tested the efficacy of four HCI features in supporting S&T: (1) a readiness mechanic, (2) motion cues, (3) colour cues, and (4) rewards/penalties. In a randomised eye-tracking trial with 45 7-to-8-year-olds, we found that the readiness mechanic increased S&T duration, that motion and colour cues proved equally effective at promoting S&T, that combining symbolic colour with the readiness mechanic may have a cumulative effect, and that rewards/penalties may have distracted children from S&T. Additionally, S&T duration was related to in-game performance. Our results underscore the importance of interdisciplinary approaches to educational technology research that actively investigates how HCI impacts intended learning behaviours.
| Type: | Article |
|---|---|
| Title: | Manipulating Interface Design Features Affects Children's Stop-And-Think Behaviours in a Counterintuitive-Problem Game |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1145/3485168 |
| Publisher version: | https://doi.org/10.1145/3485168 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. // This research was funded in part by the Wellcome Trust [105466/Z/14/Z] and the the Education Endowment Foundation. For the purpose of open access, the author has applied a CC BY public copyright licence to any Author Accepted Manuscript version arising from this submission. |
| Keywords: | Human-computer interaction design, visual cues, inhibitory control, primary education, game-based learning |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media UCL > Provost and Vice Provost Offices > School of Education UCL UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10143343 |
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