Usability/desirability testing of a gamified eLearning prototype for developing reflective skills
Abstract: Preparing students to reflect prior to an experience supports reflective learning, but this preparation faces a number of implementation obstacles such as reflection duration, experience in problem solving, motivation and learner characteristics. Research and universities suggest finding creative ways to blend online reflective learning with traditional reflective learning to decrease implementation constraints. These eLearning environments must consider usability and desirability of the design early in the development process. Usability and desirability problems affect students’ performance and satisfaction, make it difficult to achieve and evaluate the designer’s objectives and determine the real reasons for the students’ lack of performance and engagement. A low fidelity prototype was designed and tested to find out how students see the design and gather their suggestions to improve it. In order to measure the design idea and navigation with the potential users, a usability testing approach was used to refine and evaluate the prototype, using qualitative observations and semi-structured interviews. Analysis of usability/desirability testing showed that the design and navigation were appealing and resulted in a number of changes to improve the design.