|
| Children’s development aspects | Children’s design elements | Descriptions |
|
| Cognitive | Visual design | (i) The icon used should represent an easily recognisable, interactive, and not complex visual |
| (ii) The icon should be large so that children can click it easily |
| (iii) Use graphic metaphors. For example, using an interface that looks like a children’s storybook. Children will also sense the object as if they are in the real world |
| Text | (i) Reduce text usage due to different levels of children’s literacy |
| (ii) Use simple instructions that are suitable for the children’s age |
| Interaction styles | (i) Provide immediate feedback. Children are usually impatient and need immediate feedback to show that every action impacts |
| (ii) The interface should provide scaffolding and guidance to assist children in completing their tasks |
| (iii) Use audio and animation with specific functionality |
| (iv) The interface should display the system status and facilitate children’s navigation |
| (v) Use direct manipulation where each input device has a direct effect on the screen |
| Menu | (i) Menus should be used easily, and there should be no submenus |
|
| Physical (motor skills) | Indicators | (i) Interaction for the mouse should be easier. For example, a one-click interface is easier than using a two-click |
| (ii) Touch screen is appropriate for children |
| (iii) The dragging movement must be done by clicking on the object to attach it to the pointer and then clicking again and releasing it to the desired location |
| (iv) The interface should not cause children to hold the mouse button for a long duration |
|
