Mobile and ubiquitous technologies can provide opportunities for people to learn whenever they choose and wherever they are. Mobile services and applications could play an important role in supporting learning more effectively and efficiently. One key factor of measuring effectiveness and usefulness of mobile, ubiquitous and wearable technologies is to address user acceptance. In order to enhance users’ acceptance, we need to consider their requirements in the design of services. A questionnaire is considered a good instrument in the user-centred design approach for gathering requirements from a wide-scale sample. Designing a questionnaire could influence the effectiveness and usefulness of the systems; therefore, a framework for designing a questionnaire needs to be devised. This paper introduces our approach to the development of a framework for questionnaire design. A focus group study was conducted to design this framework. The study has investigated how people may use mobile and ubiquitous technologies for learning purposes in cultural heritage contexts. This framework suggests a number of themes that need to be considered in designing a questionnaire, including learners and devices; the notion of learning; motivation and attitude; services and features; information; usability, acceptance and usefulness; and finally challenges and interventions. We intend to use this framework in our research for the requirements elicitation phase of a mobile and wearable learning environment to support learning from outdoor cultural heritage sites. A scenario was developed for depicting the results in order to help design a proof-of- concept mobile and wearable application (SmartC).
|Title of host publication||WRF International Conference on Education and Technology|
|Number of pages||7|
|Publication status||Published - Nov 2018|
Alkhafaji, A., Fallahkhair, S., & Cocea, M. (2018). A Framework for Questionnaire Design To Elicit Requirements for Ubiquitous, Mobile and Wearable Learning Technologies. In WRF International Conference on Education and Technology (pp. 58-65) https://doi.org/10.1617/vol5iss11pid35796