A user-centred design approach using sequential mixed methods was adopted with data being gathered using focus group, questionnaire and interview techniques. This paper introduces a theoretical Framework for designing Smart and ubiquitous Learning Environments (FoSLE) for outdoor cultural heritage sites, which was formulated based on the results of three field studies that were conducted for gathering user requirements.

Few studies introduced models and frameworks for developing learning technologies, however, none of them were developed for supporting informal learning on-the-move at outdoor cultural heritage. 2'Ĭultural heritage is constantly attracting researchers and developers to introduce services that could support informal learning and enhance visitors’ experience at sites, through the use of technology. The result of individual user on each task is represented in Table 2 and 'Fig. User can see video of other call party only while staying at the video interface of the app. User always requires a clearly marked 'Exit' Multitasking during a video call was not very supportive. Sign out option was not visible in the interface of Skype. User was viewed as either visible or completely invisible once he/she had logged in. Moreover this app didn't allow user to show any other status to their contacts as 'busy' or 'away', if they want to receive only urgent messages. Due to inability of user to figure out icon of profile setting most of users were unable to change profile pic and number. Icon revealing important information as profile settings was too small and lacks affordance. Show your friends that you are busy at the moment, by changing Skype status. Change contact number added in Skype profile 3. Change display picture you have saved in your profile. Testing of Facebook Usability 4.3 Skype Usability Testing Tasks given to users for usability testing of Skype application were: 1.

Skype sign in as invisible