NotesFAQContact Us
Search Tips
ERIC Number: ED562328
Record Type: Non-Journal
Publication Date: 2013-Jul
Pages: 8
Abstractor: As Provided
Reference Count: 21
Interaction Problems Accessing E-Learning Environments in Multi-Touch Mobile Devices: A Case Study in TelEduc
da Silva, André Constantino; Freire, Fernanda Maria Pereira; de Arruda, Alan Victor Pereira; da Rocha, Heloísa Vieira
International Association for Development of the Information Society, Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Prague, Czech Republic, Jul 23-26, 2013)
e-Learning environments offer content, such text, audio, video, animations, using the Web infrastructure and they are designed to users interacting with keyboard, mouse and a medium-sized screen. Mobile devices, such as smartphones and tablets, have enough computation power to render Web pages, allowing browsing the Internet and access e-Learning environments. But, their main interaction style is touching, bringing some problems, cosmetics or severe ones. To identify these problems and correct them to allow mobile users access the TelEduc, an e-Learning environment, we planned a user test case with four volunteers using smartphones for access it. The collected data was analyzed and some problems were identified, giving some insights about the problems and barriers multi-touch mobile users dealt and can be easily corrected to give them a better interaction experience. To have an e-Learning environment with good usability in mobile devices is a first step to have a virtual learning environment for sharing data between desktop and mobile devices and understand the behavior of mobile users in this context. [For the full proceedings, see ED562127.]
International Association for the Development of the Information Society. e-mail:; Web site:
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A