A Conceptual Framework for the Design and Evaluation of Affective Usability in Educational Geosimulation Systems

In this article we propose a conceptual framework for associating the concepts of usability, computer education and affective quality. We analyze the interaction student-teacher under the light of learning strategies used in educational geosimulators for defining the main emotional constructs that are involved in this process. We elaborate this initial analysis by identifying which interactive objects should be associated with the identified emotional constructs. We associate these objects with an architecture that defines the basics components of an educational geosimulation system as well as the learning strategies used in this context. We illustrate the utility of the framework with an evaluation of an education geosimulator for police training as well as an evaluation of the student's satisfaction during the interaction in different scenarios.

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