Effects of Platform (Immersive versus Non-immersive) on Usability and Enjoyment of a Virtual Learning Environment for Deaf and Hearing Children

Abstract

We report a user study focusing on the effects of platform (immersive, non-immersive) on usability and enjoyment of a deafaccessible game for K-5 math and science education. The study highlighted hearing status and gender differences in using the two systems. Twenty-one children played the SMILE game [AVW07] in a FLEX immersive display with wand interaction and on a desktop computer with mouse and keyboard interaction. They were tasked with traveling to two different locations in the virtual environment, and with constructing an object (e.g., baking a cake). Their speed and accuracy in the tasks were scored, and they completed a survey with rating questions on game fun and ease of use in both platforms. Measured task times (travel and object construction) did not differ consistently with platform. Object construction took longer in the FLEX whereas non-primed search travel took longer on the desktop. Hearing Status was significant for cake baking and approached significance for travel. Deaf children took longer and made more mistakes than hearing children on both platforms. Gender was not significant for the travel but was significant for object construction with girls taking longer than boys on both systems. Increased video game familiarity was correlated with reduced travel times and reduced errors on both platforms. Platform differences were seen in the rating of "fun", with the FLEX rated significantly more fun than the desktop by all subjects.