Nowadays, circa 10% of 7-11 olds turn out to be poor comprehenders: they demonstrate text comprehension difficulties, related to inference making, despite proficiency in low-level cognitive skills like word reading. To improve the reading comprehension of these children, TERENCE, a technology enhanced learning project, aims at stimulating inference-making about stories. In order to design and develop the TERENCE system, we use a user centred design approach that requires an in depth study of the system's main end-users, namely, its learners and educators. This paper reports the user classes building process for learners by means of user-centred design field studies. © 2012 Springer-Verlag.
The User Classes Building Process in a TEL Project
Melonio, Alessandra;
2012-01-01
Abstract
Nowadays, circa 10% of 7-11 olds turn out to be poor comprehenders: they demonstrate text comprehension difficulties, related to inference making, despite proficiency in low-level cognitive skills like word reading. To improve the reading comprehension of these children, TERENCE, a technology enhanced learning project, aims at stimulating inference-making about stories. In order to design and develop the TERENCE system, we use a user centred design approach that requires an in depth study of the system's main end-users, namely, its learners and educators. This paper reports the user classes building process for learners by means of user-centred design field studies. © 2012 Springer-Verlag.I documenti in ARCA sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.