Please use this identifier to cite or link to this item: http://repositorio.inesctec.pt/handle/123456789/4491
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dc.contributor.authorTânia Vilela Rochaen
dc.contributor.authorMaximino Bessaen
dc.contributor.authorMiguel Correia Meloen
dc.contributor.authorJoão Barrosoen
dc.contributor.authorCabral,Len
dc.date.accessioned2017-12-20T16:14:05Z-
dc.date.available2017-12-20T16:14:05Z-
dc.date.issued2016en
dc.identifier.urihttp://repositorio.inesctec.pt/handle/123456789/4491-
dc.identifier.urihttp://dx.doi.org/10.1109/epcgi.2016.7851193en
dc.description.abstractThis paper presents a study on the evolution of digital skills of a group of people with intellectual disabilities, when performing tasks such as painting, making puzzles, playing games, or word search. For the effect, we compare results in two assessment moments: in the first one, the group with intellectual disabilities had little or no experience as regards as performing universal tasks (selection, manipulation and navigation) and with the Web; in the second one, the group had some experience obtained within the 6 months after the first assessment moment. We aimed at evaluating the evolution of their digital skills by comparing the two assessment moments through the following usability variables: successful conclusion of activities, type of difficulties found, errors, satisfaction, motivation and autonomy indicators. The results revealed that participants showed learning skills when performing all the three universal tasks (namely: selection, manipulation and navigation) which is indicated by the number of participants that was able to conclude the activities, also confirmed by the prominent results of the second assessment moment. When it comes to errors, they made more errors in the first assessment moment, in general. When handling the input devices the participants had a better performance with the mouse than the keyboard. On the other hand, they improved their keyboard handling. However, it was observed that it is not a device that they can be autonomous with due to their reading/writing difficulties, which itself represents a didactic challenge when it comes to the very presentation of appropriate methodologies and techniques that may help them overcome such problem.en
dc.languageengen
dc.relation6134en
dc.relation5095en
dc.relation5408en
dc.relation5845en
dc.rightsinfo:eu-repo/semantics/embargoedAccessen
dc.titleEvaluating Selection, Manipulation and Navigation Tasks by People with Intellectual Disabilities Learning level comparison of user interaction performance with digital contenten
dc.typeconferenceObjecten
dc.typePublicationen
Appears in Collections:CSIG - Articles in International Conferences

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