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Information practices and user interfaces: Student use of an iOS application in special education

机译：信息实践和用户界面：学生在特殊教育中使用iOS应用程序

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摘要

A framework connecting concepts from user interface design with those from information studies is applied in a study that integrated a location-aware mobile application into two special education classes at different schools; this application had two support modes (one general and one location specific). The five-month study revealed several information practices that emerged from student attempts to overcome barriers within the application and the curriculum. Students engaged in atypical and unintended practices when using the application. These practices appear to be consequences of the user interface and information processing challenges faced by students. Abandoning activities was a strategic choice and was an unanticipated information practice associated with the application's integration into lessons. From an information processing perspective, it is likely that students reinterpreted information in the location mode as housing application content rather than being location specific and the information practice of taking photos emerged as an expressive use of the device when an instrumental task was absent. Based on these and other emergent practices, we recommend functionality that should be considered when developing or integrating these types of applications into special education settings and we seek to expand the traditional definition of information practice by including human-computer interaction principles.
机译：在一项研究中，采用了将用户界面设计与信息研究中的概念联系起来的框架，该研究将位置感知的移动应用程序集成到不同学校的两个特殊教育班级中。该应用程序有两种支持模式（一种通用模式和一种特定于位置的模式）。这项为期五个月的研究揭示了学生尝试克服应用程序和课程中的障碍时出现的几种信息实践。学生在使用该应用程序时会进行非典型和意外的练习。这些做法似乎是用户界面和学生面临的信息处理挑战的后果。放弃活动是一项战略选择，并且是与应用程序集成到课程中相关的意外信息实践。从信息处理的角度来看，学生很可能在位置模式下将信息重新解释为房屋应用的内容，而不是特定于位置的，并且在没有工具性任务的情况下，拍照的信息实践表现为该设备的一种表达方式。基于这些和其他新兴实践，我们建议在将这些类型的应用程序开发或集成到特殊教育环境中时应考虑的功能，并且我们试图通过包括人机交互原理来扩展信息实践的传统定义。

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