Heuristics for designing enjoyable user interfaces: lessons from computer games
Human factors in computer systems
Guidelines for usability testing with children
interactions
Multimedia for Learning: Methods and Development
Multimedia for Learning: Methods and Development
What makes things fun to learn? heuristics for designing instructional computer games
SIGSMALL '80 Proceedings of the 3rd ACM SIGSMALL symposium and the first SIGPC symposium on Small systems
Being playful: learning from children
Proceedings of the 2003 conference on Interaction design and children
interactions - Funology
Does ICT contribute to powerful learning environments in primary education?
Computers & Education
Funology: from usability to enjoyment
Funology: from usability to enjoyment
Educational game design for online education
Computers in Human Behavior
Technology and young children: How 4-7 year olds perceive their own use of computers
Computers in Human Behavior
E-math clinic: project plan to solve K-12 student's math skills deficiency
Proceedings of the First Kuwait Conference on e-Services and e-Systems
Educational Games and IT Professionals: Perspectives from the Field
International Journal of Human Capital and Information Technology Professionals
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This paper describes an empirical study of fun, usability, and learning in educational software. Twenty five children aged 7 and 8 from an English primary school participated. The study involved three software products that were designed to prepare children for government initiated science tests. Pre and post tests were used to measure the learning effect, and observations and survey methods were used to assess usability and fun. The findings from the study demonstrate that in this instance learning was not correlated with fun or usability, that observed fun and observed usability were correlated, and that children of this age appeared to be able to differentiate between the constructs used to describe software quality. The Fun Sorter appears to be an effective tool for evaluating products with children. The authors discuss the implications of the results, offer some thoughts on designing experiments with children, and propose some ideas for future work.