Learning technology and usability: a framework for understanding courseware

Mayes, J. Terry; Fowler, Christopher

doi:10.1016/s0953-5438(98)00065-4

Cited by 178 publications

(125 citation statements)

References 17 publications

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“…Several authors have considered usability or perceived ease of use as an important technical factor that affects educational effectiveness (Jones et al, 1999;Mayes & Fowler, 1999;Squires, 1999). Davis (1989) theorizes the accepted Technology Acceptance Model (TAM), which considers two perceptions (perceived usefulness, PU, and perceived ease of use, PEOU) to determine a person's intention to use a technology.…”

Section: Usabilitymentioning

confidence: 99%

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Furió

González-Gancedo

Juan

et al. 2013

Computers & Education

153

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ElsevierFurió Ferri, D.; González Gancedo, S.; Juan, M.; Seguí, I.; Rando, N. (2013). Evaluation of learning outcomes using an educational iPhone game vs. traditional game. Computers and Education. 64:1-23. doi:10.1016/j.compedu.2012.12 AbstractIn this paper, we present an initial study to determine the subject preferences for educational computer games for children, in which 150 education professionals participated. From the results of this first study, we have developed an iPhone game for transmitting knowledge as part of multiculturalism, solidarity and tolerance following established learning theories, several design principles, and the objectives and competences of the Spanish law for primary education. We also report on a second study to determine whether the iPhone game has better learning outcomes than a traditional game by analyzing the participation of 84 children ranging in age from 8 to 10 years old. The frequency of playing with consoles or computer games was also taken into account in this second study, and the worldwide trend of previous studies has been corroborated. For learning outcomes, the results did not show significant differences between the two groups. However, 96% of the children indicated that they would like to play with the iPhone game again, and 90% indicated that they preferred the experience with the iPhone game over the traditional one. From these results, we can conclude that the children achieved similar knowledge improvements using both the autonomous game (iPhone game) and the custom, guided game (traditional game). This could facilitate versatility in the learning process since the learning activity could be performed at any place and time without requiring supervision. Therefore, it could be a useful tool in the learning process and help teachers to fulfill students' training needs.

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Section: Usabilitymentioning

confidence: 99%

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Furió

González-Gancedo

Juan

et al. 2013

Computers & Education

153

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“…Examples of constructivist pedagogical models are Mayes and Fowler's (1999) Three-Stage Learning Model, Laurillard's (2002) Conversational Framework andBiggs' (2003) Constructive Alignment. The former explains learning as a three-stage process: conceptualisation (creating initial exposure to a new concept), construction (applying new concept) and dialogue (conversing, reflecting and extending the new concept).…”

Section: Constructivism and Learner-centred Assessmentmentioning

confidence: 99%

“…The formative assessment activities were evaluated using SOLO-based holistic assessment criteria adopted from Thompson (2007). Learning resource development follows the three-stage learning model of Mayes and Fowler (1999). Activity sequences among and within lecture, laboratory and independent and group work activities are planned and implemented based on the conception of learning in Laurillard's conversational framework.…”

Section: Course and Learning Environment Designmentioning

confidence: 99%

A blended learning approach for teaching computer programming: design for large classes in Sub-Saharan Africa

Bati

Gelderblom

Biljon

2014

Computer Science Education

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The challenge of teaching programming in higher education is complicated by problems associated with large class teaching, a prevalent situation in many developing countries. This paper reports on an investigation into the use of a blended learning approach to teaching and learning of programming in a class of more than 200 students. A course and learning environment was designed by integrating constructivist learning models of Constructive Alignment, Conversational Framework and the ThreeStage Learning Model. Design science research is used for the course redesign and development of the learning environment, and action research is integrated to undertake participatory evaluation of the intervention. The action research involved the Students' Approach to Learning survey, a comparative analysis of students' performance, and qualitative data analysis of data gathered from various sources. The paper makes a theoretical contribution in presenting a design of a blended learning solution for large class teaching of programming grounded in constructivist learning theory and use of free and open source technologies.

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“…This is also a good result because one of the recommendations for a good interface is be easy to use. Several authors have considered usability or perceived ease of use as an important technical factor that affects educational effectiveness [66] [67]. Also, Sun et al [68] pointed out that learning systems that are easy to use help students to focus their attention on the learning content, and they are more motivated to learn.…”

Section: Discussionmentioning

confidence: 99%

Flexible learning itinerary vs. linear learning itinerary

Martín-SanJosé

Juan

Gil-Gómez

et al. 2014

Science of Computer Programming

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The latest video game and entertainment technology and other technologies are facilitating the development of new and powerful e-Learning systems. In this paper, we present a computer-based game for learning about five historical ages. The objective of the game is to reinforce the events that mark the transition from one historical age to another and the order of the historical ages. Our game incorporates natural human-computer interaction based on video game technology, Frontal Projection, and personalized learning. For personalized learning, a Flexible Learning Itinerary has been included, where the children can decide how to direct the flow of their own learning process. For comparison, a Linear Learning Itinerary has also been included, where the children follow a determined learning flow. A study to compare the two different learning itineraries was carried out. Twenty nine children from 8 to 9 years old participated in the study. The analysis of the pre-tests and the post-tests determined that children learned the contents of a game about historical ages. The results show that there were no statistically significant differences between the two learning itineraries. Therefore, our study reveals the potential of computer-based learning games as a tool in the learning process for both flexible and linear itineraries.

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Learning technology and usability: a framework for understanding courseware

Cited by 178 publications

References 17 publications

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

A blended learning approach for teaching computer programming: design for large classes in Sub-Saharan Africa

Flexible learning itinerary vs. linear learning itinerary

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