| dc.description.abstract | In recent years, game-based learning systems have been very popular in educational settings. This is due to the fact that game-based learning systems provide many benefits which can support students learning. However, previous research also indicated that the interface of game-based learning systems may cause some problems. For example, game-based learning systems use a lot of game elements, which increase the complexity of user interface. The complex interface would increase the learners’ additional loads so that the learners would show the negative perceptions. Thus, there is a need to consider the usability of a user interface so that learners’ negative perceptions can be reduced. The usability refers to making systems easier to use, and matching them more closely to user needs and requirements. On the other hand, usability evaluation methods are divided into expert evaluations and user testing. Among various expert evaluations, Nielsen’s heuristics are widely applied to examine usability problems because they can rapidly and inexpensively identify usability problems. On the other hand, user testing can be conducted by novices, who do not understand Nielsen’s heuristics and find usability problems based on their past experience. In brief, both expert evaluation and user testing are complementary to each other so they should be considered together. By doing so, usability problems can be effectively identified.
Therefore, the research presented in this dissertation conducted two empirical studies. In Study One, a game-based learning system was developed to investigate the perceptions of experts and novices. The results of Study One demonstrated that experts and novices have different perceptions in G3 (Representation/Story), G4 (Music/Sound), H1 (Visibility of system Status), H7 (Flexibility and efficiency of use) and H9 (Help users recognise, diagnose and recover from errors). For instances, the results from H1 indicated that novices only pay attention to the final outcomes. Conversely, experts are not only concerned with the final outcomes, but also require detailed descriptions before they started to play the game-based learning system. On the other hand, the results from Study Two suggested that experts and novices have different perceptions in G1 (Rules), G3, H7, H9 and H10 (Help and documentation). For example, the results from H9 indicated that the “undo” button designed with both text and graphics can satisfy novices’ needs. Conversely, experts thought that there is also a need to use additional ways to highlight the “undo” button, such as voice, music and animation. On the other hand, experts and novices were satisfied with the design of the revised game-based learning system because usability problems in H1 and H7 are removed. In other words, the revised game-based learning system was better than the original game-based learning system.
Finally, design guidelines are proposed. This design guideline can be applied to support designers to develop the effectiveness of game-based learning system so that users needs and requirements can be satisfied.
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