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

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

Elizabeth S. Furtado, Vasco Furtado
Copyright: © 2011 |Pages: 10
ISBN13: 9781609601959|ISBN10: 1609601955|EISBN13: 9781609601966
DOI: 10.4018/978-1-60960-195-9.ch201
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MLA

Furtado, Elizabeth S., and Vasco Furtado. "A Multi-Disciplinary Strategy for Identifying Affective Usability Aspects in Educational Geosimulation Systems." Gaming and Simulations: Concepts, Methodologies, Tools and Applications, edited by Information Resources Management Association, IGI Global, 2011, pp. 336-345. https://doi.org/10.4018/978-1-60960-195-9.ch201

APA

Furtado, E. S. & Furtado, V. (2011). A Multi-Disciplinary Strategy for Identifying Affective Usability Aspects in Educational Geosimulation Systems. In I. Management Association (Ed.), Gaming and Simulations: Concepts, Methodologies, Tools and Applications (pp. 336-345). IGI Global. https://doi.org/10.4018/978-1-60960-195-9.ch201

Chicago

Furtado, Elizabeth S., and Vasco Furtado. "A Multi-Disciplinary Strategy for Identifying Affective Usability Aspects in Educational Geosimulation Systems." In Gaming and Simulations: Concepts, Methodologies, Tools and Applications, edited by Information Resources Management Association, 336-345. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-60960-195-9.ch201

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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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