Children use second-and third-dimensional digital library interfaces

Abstract

Purpose

The purpose of this paper is to explore children’s spatial cognitive abilities as they engaged in information-seeking behaviors on two-dimensional (2D) and three-dimensional (3D) digital interfaces.

Design/methodology/approach

Children between the ages of seven and 11 were observed as they browsed either a 2D or 3D navigation interface for a children’s digital library. Data regarding their use of the overview function and depth cues were analyzed to reveal the relationships between search performance efficiency, precision, and effectiveness and the associative memory, visualization memory, and spatial visualization abilities of the user.

Findings

Children spent less time using the 2D interface when compared to time spent using the 3D interface. Children exhibited better performance precision when using the 3D interface. Children applied exhaustive strategies and more varied cognitive skills across different tasks when using the 2D interface, and applied a more focussed approach when using the 3D interface.

Originality/value

The cognitive abilities of children are not yet fully developed, so they require a unique user interface when browsing digital libraries. This study served the practical purpose of developing a game-like user interface for ease of use. Providing an effective overview function allows young users with less developed cognitive abilities to navigate informational cues. They can then build an effective mind map and implement efficient way-finding strategies.

Citation

Wu, K. and Chen, H.-C. (2016), "Children use second-and third-dimensional digital library interfaces", Library Hi Tech, Vol. 34 No. 1, pp. 21-35. https://doi.org/10.1108/LHT-07-2015-0078