|
No. | Variable | Sample (n) | Cronbach’s alpha |
|
Section 1. Preevaluation questionnaire |
1. | The child uses a computer frequently? | 40 | 0.875 |
2. | The child plays online games frequently? | 40 | |
|
Section 2. Posttask questionnaire (usability testing evaluation) |
1. | Effectiveness | | |
(a) | Start Screen | | |
1. | The child does not have trouble in navigating using the screen | 40 | 0.823 |
2. | The child does not have trouble in finding the start menu | 40 |
3. | The graphics used on the page attract the child | 40 |
4. | The music used attracts the child | 40 |
5. | The size of the game window opened is good enough | 40 |
(b) | Character Selection Screen | |
1. | The child succeeded in selecting the desired character | 40 | 0.822 |
2. | The child does not have trouble in navigating using screen when choosing the character | 40 |
(c) | Exploration Game Screen | | |
1. | The child does not have trouble in moving the cursor around using the screen | 40 | 0.833 |
2. | The child knows what to do during game play | 40 |
3. | The child is focused on the game | 40 |
4. | The child shows positive reaction during game play | 40 |
5. | The child has no problem in completing the game | 40 |
6. | The child knows how to move the cursor using the screen | 40 |
7. | The child knows how to confirm the answers | 40 |
8. | The child knows whether their answer is correct or not | 40 |
9. | The child understood the overall game concept | 40 |
10. | The child is alert to which letter is the current pointed letter to be matched | 40 |
2 | Efficiency | | |
(a) | Starting Screen | | |
1. | The child selected the correct menu to start the game in the first try | 40 | 0.837 |
2. | The child can easily recover from errors or mistakes that happened | 40 |
(b) | Character Selection Screen | | |
1 | Bigger picture of each character helps the child to decide which character to choose | 40 | 0.826 |
(c) | Exploration Game Screen | | |
1. | The child completed the first level with the first try | 40 | 0.726 |
2. | Error and mistake made by the child were minimal | 40 |
3. | The child knows how to recover from errors and mistakes | 40 |
4. | The level of interaction between facilitators and the child was minimal | 40 |
5. | Guidance and help from facilitators were minimal | 40 |
3. | Satisfaction | |
1. | The game was fun | 40 | 0.831 |
2. | The game was easy to play | 40 |
3. | The child liked the game | 40 |
4. | The child controlled the cursor movement easily | 40 |
5. | The game was easy | 40 |
6. | The child will play this game again | 40 |
4. | Learnability | |
1. | The child felt it was easy to play the game? | 40 | 0.842 |
2. | The child became better with repeated use of the game? | 40 |
5. | Others | | |
1. | Using the game to learn was easy | 40 | 0.812 |
2. | Using the game to learn was relaxing | 40 |
3. | Using the game to learn was simple | 40 |
4. | Using the game to learn was satisfying | 40 |
5. | Using the game to learn was interesting | 40 |
|
Section 3. Postevaluation questionnaire |
1. | Which game would the child like to play again, and why? | 40 | 0.832 |
2. | Which game helps the child to learn, and why? | 40 |
3. | Which game is considered easy to play, and why? | 40 |
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