Refereed article in conference proceedings (A4)
Lesson Learned of Tablet Course for Semi-literate Immigrants
List of Authors: Ahola Marja, Hartikainen Anita
Editors: N/A
Conference name: International Conference on Human Interaction & Emerging Technologies: Artificial Intelligence & Future Applications
Publication year: 2022
Journal: AHFE International: Applied Human Factors and Ergonomics International
Book title *: Human Interaction & Emerging Technologies (IHIET-AI 2022): Artificial Intelligence & Future Applications
Title of series: AHFE International: Applied Human Factors and Ergonomics International
Volume number: 23
eISBN: 978-1-7923-8989-4
eISSN: 2771-0718
DOI: http://dx.doi.org/10.54941/ahfe100844
URL: http://doi.org/10.54941/ahfe100844
Abstract
This research seeks to identify how to design accessible training for semi-literate immigrants that promotes the learning of the Finnish language, culture and digital skills. Semi-structured interviews with 12 semi-literate learners, the teacher and two native language speakers were conducted. The dataset was collected from a private service provider, and it includes a digital footprint of training. The training was a 20 weeks pilot experiment, and it was implemented in early 2020. The design was based on the user's previous experience. The perceived major crucial success factors are empathic and equal interaction, encouragement, ease, trust, security, multilingual and technological support, and competencies of the parts of training. The empathy-based, carefully planned interactive digital design may be effective, attractive and easy for semi-literate learners. The case study of the tablet course encourages further investigation and the development of online training for low-literate learners.Keywords: Semi-Literate, Online Learning, Empathy-Based Design, Social InclusionDOI: http://doi.org/10.54941/ahfe100844
This research seeks to identify how to design accessible training for semi-literate immigrants that promotes the learning of the Finnish language, culture and digital skills. Semi-structured interviews with 12 semi-literate learners, the teacher and two native language speakers were conducted. The dataset was collected from a private service provider, and it includes a digital footprint of training. The training was a 20 weeks pilot experiment, and it was implemented in early 2020. The design was based on the user's previous experience. The perceived major crucial success factors are empathic and equal interaction, encouragement, ease, trust, security, multilingual and technological support, and competencies of the parts of training. The empathy-based, carefully planned interactive digital design may be effective, attractive and easy for semi-literate learners. The case study of the tablet course encourages further investigation and the development of online training for low-literate learners.Keywords: Semi-Literate, Online Learning, Empathy-Based Design, Social InclusionDOI: http://doi.org/10.54941/ahfe100844
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