Analysis of UX Elements in Educational Applications for Young Children and Implementation of ISO/IEC 25010 Quality Standards
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| Title: | Analysis of UX Elements in Educational Applications for Young Children and Implementation of ISO/IEC 25010 Quality Standards |
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| Language: | English |
| Authors: | Hae Sun Jung (ORCID |
| Source: | SAGE Open. 2025 15(3). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Early Childhood Education, Computer Uses in Education, Computer Software, Usability, Parent Attitudes, Computer Attitudes, Computer Oriented Programs, Korean, Educational Quality, Reliability, Computer Security, Foreign Countries |
| Geographic Terms: | South Korea |
| DOI: | 10.1177/21582440251377385 |
| ISSN: | 2158-2440 |
| Abstract: | This study investigates user experience (UX) priorities in early childhood education applications by analyzing Korean-language user reviews using Bidirectional Encoder Representations from Transformers topic modeling (BERTopic). Eighteen latent topics were extracted and systematically mapped to the eight software quality characteristics defined by the ISO/IEC 25010 framework. The analysis revealed that compatibility, functional suitability, and usability were the most frequently referenced attributes, reflecting parental concerns related to device performance, educational reliability, and ease of use. Less frequently noted were issues related to maintainability, security, and portability. By aligning user feedback with a standardized quality model, this study offers practical guidance for improving UX in applications designed for young children. The findings suggest that early-stage design should prioritize technical stability and developmental appropriateness to foster engagement and trust. This approach can help create more effective and dependable learning environments that meet the needs of both children and their caregivers. Furthermore, the methodological framework adopted in this study can be applied in other linguistic and cultural settings to examine universal and context-specific UX concerns. Such cross-cultural application has the potential to support the development of inclusive, evidence-based design strategies in the field of educational technology. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1487145 |
| Database: | ERIC |
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| Abstract: | This study investigates user experience (UX) priorities in early childhood education applications by analyzing Korean-language user reviews using Bidirectional Encoder Representations from Transformers topic modeling (BERTopic). Eighteen latent topics were extracted and systematically mapped to the eight software quality characteristics defined by the ISO/IEC 25010 framework. The analysis revealed that compatibility, functional suitability, and usability were the most frequently referenced attributes, reflecting parental concerns related to device performance, educational reliability, and ease of use. Less frequently noted were issues related to maintainability, security, and portability. By aligning user feedback with a standardized quality model, this study offers practical guidance for improving UX in applications designed for young children. The findings suggest that early-stage design should prioritize technical stability and developmental appropriateness to foster engagement and trust. This approach can help create more effective and dependable learning environments that meet the needs of both children and their caregivers. Furthermore, the methodological framework adopted in this study can be applied in other linguistic and cultural settings to examine universal and context-specific UX concerns. Such cross-cultural application has the potential to support the development of inclusive, evidence-based design strategies in the field of educational technology. |
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| ISSN: | 2158-2440 |
| DOI: | 10.1177/21582440251377385 |
