Playability and social experiences: An acceptance study of interactive video puzzle technology in preschool setting

Interactive Video Puzzle Based Learning solution is designed to better utilize children's strengths and creativity to solve “unstructured” problems in an entertaining ways. Any interactive learning technology will not be a success without acceptance and usage by the target population. The interactive video puzzle prototype was tested using interactive playability and social usability attributes. Interactive playability explain the capability of video puzzle game to provide enjoyment for children player, while social usability is used to explain the predictors that will improve the ease of children-computer-children interactions. In this paper, we employed interactive playability and social usability attributes in explaining interactive video puzzle learning technology acceptance in preschool setting. Interactive Video Puzzle Acceptance Model had been employed to evaluate the acceptance of video puzzle technology. Results indicated that interactive playability and social usability does matter to children. The feedbacks from the study highlighted that the fact children’s preference is for fun in video puzzle learning activities, which is no surprise. Furthermore, the children perceived that their teacher would choose the interactive video puzzle learning solution on how good it was for their learning. In particular, this paper is aimed to introduce an initial attempt to test the interactive playability and social usability attributes to predict children’s acceptance of interactive video puzzle in preschool setting.