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    Usability of the SAFEWAY@SCHOOL system in children with cognitive disabilities

    192625_95447_Usability_of_the_SAFEWAY2SCHOOL_system_....pdf (389.2Kb)
    Access Status
    Open access
    Authors
    Falkmer, Torbjorn
    Horlin, Chiara
    Dahlman, J.
    Dukic, T.
    Barnett, Tania
    Anund, A.
    Date
    2013
    Type
    Journal Article
    
    Metadata
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    Citation
    Falkmer, Torbjorn and Horlin, Chiara and Dahlman, Joakim and Dukic, Tania and Barnett, Tania and Anund, Anna. 2013. Usability of the SAFEWAY@SCHOOL system in children with cognitive disabilities. European Transport Research Review.
    Source Title
    European Transport Research Review
    DOI
    10.1007/s12544-013-0117-x
    Additional URLs
    http://link.springer.com/article/10.1007%2Fs12544-013-0117-x
    ISSN
    1867-0717
    URI
    http://hdl.handle.net/20.500.11937/5270
    Collection
    • Curtin Research Publications
    Abstract

    PurposeSAFEWAY2SCHOOL is a programme based on several systems for the enhancement of school transportation safety for children. The aim of the study was to explore whether children with cognitive disabilities will notice, realise, understand, trust and accept the SAFEWAY2SCHOOL system and act in accordance with its instructions. Methods Fourteen children with cognitive disabilities and a control group of 23 children were shown five videos of scenarios involving journeys to and from school. During the first viewing visual scanning patterns were recorded with an eye tracking device. After a second viewing the participant was asked ten questions per scenario. Five questions addressed what the children saw on the video, and the remaining five what they would need to know and/or do within the scenario. Additional ratings of trust, likability, acceptability and usability were also collected. Results Very few differences were found in the visual scanning patterns of children with disabilities compared to children who participated in the control group. Of the 50 questions regarding what children saw or needed to know and/or do, only one significant difference between groups was found. No significant differences were found regarding self-reported ratings of trust, acceptability or usability of the system. Despite some significant differences across five of the 11 likability aspects, ratings were consistently high for both groups. Conclusions Children with cognitive disabilities proved that the SAFEWAY2SCHOOL system is as useful for them as it was for children in the control group. However, a valid estimation of the full utility of SAFEWAY2SCHOOL requires in situ testing of the system with these children.

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