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A Multi-Disciplinary Strategy for Indentifying Affective Usability Aspects in Educational Geosimulation Systems

A Multi-Disciplinary Strategy for Indentifying Affective Usability Aspects in Educational Geosimulation Systems

Elizabeth S. Furtado, Vasco Furtado
Copyright: © 2008 |Volume: 4 |Issue: 1 |Pages: 10
ISSN: 1550-1876|EISSN: 1550-1337|ISSN: 1550-1876|EISBN13: 9781615203086|EISSN: 1550-1337|DOI: 10.4018/jicte.2008010102
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MLA

Furtado, Elizabeth S., and Vasco Furtado. "A Multi-Disciplinary Strategy for Indentifying Affective Usability Aspects in Educational Geosimulation Systems." IJICTE vol.4, no.1 2008: pp.15-24. http://doi.org/10.4018/jicte.2008010102

APA

Furtado, E. S. & Furtado, V. (2008). A Multi-Disciplinary Strategy for Indentifying Affective Usability Aspects in Educational Geosimulation Systems. International Journal of Information and Communication Technology Education (IJICTE), 4(1), 15-24. http://doi.org/10.4018/jicte.2008010102

Chicago

Furtado, Elizabeth S., and Vasco Furtado. "A Multi-Disciplinary Strategy for Indentifying Affective Usability Aspects in Educational Geosimulation Systems," International Journal of Information and Communication Technology Education (IJICTE) 4, no.1: 15-24. http://doi.org/10.4018/jicte.2008010102

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Abstract

In this article we propose a multi-disciplinary strategy for identifying affective usability design aspects in educational geosimulation systems. It is based on the association of these aspects with an architecture that defines the basic components of a geosimulation system as well as the learning strategies used in this context. Our goal is to provide design strategies that might elicit positive emotional responses from the students in learning experiences. We illustrate how these strategies have been used in a learning system by evaluating the students’ emotional responses evoked during their interaction with the system.

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