Impacts of Different Mobile User Interfaces on Students’ Satisfaction for Learning Dijkstra’s Shortest Path Algorithm

Authors

  • Mazyar Seraj Limkokwing University of Creative Technology
  • Chui Yin Wong Multimedia University

DOI:

https://doi.org/10.3991/ijim.v8i4.3860

Keywords:

Dijkstra’s shortest path algorithm, mobile devices, mobile user interface, small screen interface, user satisfaction

Abstract


This paper describes an experimental study of learning Dijkstra’s shortest path algorithm on mobile devices. The aim of the study is to investigate and compare the impacts of two different mobile screen user interfaces on students’ satisfaction for learning the technical subject. A mobile learning prototype was developed for learning Dijkstra’s shortest path algorithm on Apple iPhone 4 operated on iPhone operating system (iOS), and Acer Inconia Tab operated on an Android operating system. Thirty students, who are either currently studying or had previously studied Computer Networks, were recruited for the usability trial. At the end of each single session, students’ satisfaction interacting with the two mobile devices was measured using QUIS questionnaire. Although there is no significant difference in students’ satisfaction between the two different mobile screen interfaces, the subjective findings indicate that Acer Inconia Tab gained higher scores as compared to Apple iPhone 4.

Author Biographies

Mazyar Seraj, Limkokwing University of Creative Technology

Faculty of Multimedia Creativity, Limkokwing University of Creative Technology

Chui Yin Wong, Multimedia University

Interface Design Department, Faculty of Creative Multimedia, Multimedia University

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Published

2014-10-07

How to Cite

Seraj, M., & Wong, C. Y. (2014). Impacts of Different Mobile User Interfaces on Students’ Satisfaction for Learning Dijkstra’s Shortest Path Algorithm. International Journal of Interactive Mobile Technologies (iJIM), 8(4), pp. 24–30. https://doi.org/10.3991/ijim.v8i4.3860

Issue

Vol. 8 No. 4 (2014)

Section

Papers

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