Abstract
This article report the principles and the design of HMK-Learning, a digital tool for students at primary schools in France. The design is based on Mounier's numeracy work in didactics. Then, we describe the questionnaire design method to study the usability of HMK-Learning. Next, we present the questionnaire results answered by four teachers of primary schools. Finally, we discuss them from the point of view of the design of HMK-Learning and the pedagogical questions they raised. This paper also highlights the highly important role of didactics in the process of designing a digital tool for numeracy learning for primary school children that we have identified in the answers of the usability questionnaires.
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Acknowledgments
This project was partly funded by the MSHS-T in Toulouse. The authors would like to thank the teachers from the primary schools who participated in the HMK-Learning specifications and who answered the usability survey.
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Roussel-Fayard, A., Vigouroux, N., Vella, F., Camps, JF., Tabarant, C. (2021). Design Approach of Digital Numeration Training for Students in a Primary School. In: Nazir, S., Ahram, T.Z., Karwowski, W. (eds) Advances in Human Factors in Training, Education, and Learning Sciences. AHFE 2021. Lecture Notes in Networks and Systems, vol 269. Springer, Cham. https://doi.org/10.1007/978-3-030-80000-0_19
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