Methodology for evaluating a novel education technology: a case study of handheld video games in Chile

Margolis, Jesse L.; Nussbaum, Miguél; Rodríguez, Patricio; Rosas, Ricardo

doi:10.1016/j.compedu.2004.07.007

Cited by 20 publications

(14 citation statements)

References 12 publications

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“…This is particularly evident in the case of one‐person development projects that are common in the mobile application arena. Those developers who do work with an instructional designer often fail to explicitly connect the specific needs of their target users (students, teachers, parents, tutors) with the specific affordances that the technology should provide (Margolis, Nussbaum, Rodriguez, & Rosas, ).…”

Section: Introductionmentioning

confidence: 99%

A framework for aligning needs, abilities and affordances to inform design and practice of educational technologies

Antonenko¹,

Dawson²,

Sahay³

2016

Brit J Educational Tech

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Pavlo "Pasha" Antonenko is an Associate Professor of Educational Technology in the School of Teaching and Learning at the University of Florida. His research interests include design and study of technology-enhanced learning environments and the use of neurotechnologies to understand the mechanisms of attention and cognition during learning. Kara Dawson is a Professor of Educational Technology in the School of Teaching and Learning at the University of Florida. Her scholarship focuses on the ways in which educational technologies influence teaching and learning within the contexts of K-12 education and online post-secondary environments. Shilpa Sahay is a PhD student in Curriculum and Instruction with an emphasis on Educational Technology in the School of Teaching and Learning at the University of Florida. Her research interests include technology professional development and effective integration of technology in classroom teaching in South Asia and other emerging economies. Address for correspondence: AbstractThis paper addresses the need for enhancing our awareness of user-centered design in educational technology through a more explicit and systematic alignment between the needs of educational technology users (learners and educators) and the affordances provided by the technology. First, we define the term "affordance" and discuss it from the perspectives of cognitive psychology and user interaction design. Next, we propose a taxonomy of functional affordances that builds on prior research and reflects the current trends in the design of educational technologies. The paper is concluded with an illustration of how explicit alignment of needs, abilities, and affordances can inform the evaluation of an educational technology designed to support dyslexic readers. The fourstep framework applied in this analysis helps (a) define user needs, (b) identify a potentially appropriate technology, (c) understand the abilities the technology affords and (d) align technological affordances with the specific needs of the target users. This framework is a step toward increased recognition of the importance of user-centered design of educational technologies; it provides the needed guidance and structure for aligning needs, abilities, and affordances during the design, implementation, and evaluation of technologies for learning and teaching.

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Section: Introductionmentioning

confidence: 99%

A framework for aligning needs, abilities and affordances to inform design and practice of educational technologies

Antonenko¹,

Dawson²,

Sahay³

2016

Brit J Educational Tech

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“…In contrast, education is rather lacking in high level experimental evaluation of treatments (Alsop & Tompsett, 2007;Margolis, Nussbaum, Rodríguez, & Rosas, 2006), or recognition of their role in accelerating improvements (Simons, 2003). Evidence-based practice has been considered as inappropriate because it dismisses qualitative approaches to research (Oliver & Conole, 2003).…”

Section: Introductionmentioning

confidence: 99%

A web-based learning tool improves student performance in statistics: A randomized masked trial

González

Jover

Cobo

et al. 2010

Computers & Education

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a b s t r a c tBackground: e-status is a web-based tool able to generate different statistical exercises and to provide immediate feedback to students' answers. Although the use of Information and Communication Technologies (ICTs) is becoming widespread in undergraduate education, there are few experimental studies evaluating its effects on learning.Method: All of the students (121) from an introductory course for statistics in dentistry were randomly assigned to use the tool with one of two 6-problem sets, known as types A and B. The primary endpoint was the grade difference obtained in the final exam, composed of two blocks of questions related to types A and B. The exam evaluator was masked to the intervention group. Results: We found that the effect of e-status on the student grade was an improvement of 0.48 points (95% CI: 0.10e0.86) on a ten-point scale. Among the 94 students who actually employed e-status, the effect size was 0.63 (95% CI: 0.17e1.10). Conclusions:It is feasible to formally assess the learning effect of an innovative tool. Providing e-status exercises to students has a direct effect on learning numerical operations related to statistics. Further effects on higher cognitive levels still have to be explored.

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“…In examining the use of handheld computers to increase academic achievement, the results were mixed. Results from a quantitative study (N = 758 in the experimental group) using the Game Boy to increase mathematics and reading abilities of first-and second-grade students in Chile indicated statistically significant differences in mathematics and spelling scores, but no statistically significant increases in reading scores (Margolis et al, 2006). An additional study with Chilean seven-year-olds (N = 12) showed that a specific program targeting syllabic knowledge resulted in statistically significant higher scores in word construction (Zurita & Nussbaum, 2004).…”

Section: Personal Digital Assistants (Pdas) and Handheld Computersmentioning

confidence: 96%

“…PDAs were mobile devices with touch screens that could run apps ranging from note taking to educational games, and typically ran on a PC-based operating system. In the context of educational research, PDAs were often placed in the "handheld computer" category, which included other mobile media such as the Nintendo Game Boy (Margolis, Nussbaum, Rodriguez, & Rosas, 2006) and robot-like toys (Magagna-McBee, 2010).…”

Section: Personal Digital Assistants (Pdas) and Handheld Computersmentioning

confidence: 99%

“…Just as important, in the Bee-Bot study, teachers concluded that handheld computers are best served for enrichment activities and not as a replacement for other learning activities (Magagna-McBee, 2010). Finally, a cost analysis was suggested for use in determining if educational technology should be adopted (Margolis et al, 2006). The cost analysis required decision makers to weigh the costs of educational technology against the potential benefits and determine the feasibility of incorporating it into schools.…”

Section: Personal Digital Assistants (Pdas) and Handheld Computersmentioning

confidence: 99%

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A Quasi-Experiment Examining Expressive and Receptive Vocabulary Knowledge of Preschool Head Start Children Using Mobile Media Apps

Vatalaro

Culp

Hahs‐Vaughn

et al. 2017

Early Childhood Educ J

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The American Academy of Pediatrics (1999, 2011) recommends no screen time for children under two years and limited screen time for three-and four-year-olds. Despite these recommendations, most young children have easy access to various types of screens. In particular, children's use of mobile media, including tablets and other touch screen devices, is increasing (Common Sense Media, 2013). Even though scholars have highlighted positive uses for mobile media (Christakis, 2014; Radesky, Schumacher, & Zuckerman, 2015) and there are recommendations in place for using mobile media with young children in active, open-ended ways (NAEYC & Fred Rogers Center, 2012), there has been very limited research conducted on the impact of mobile media on young children's development. What is more, as early childhood professionals are beginning to incorporate mobile media into their classrooms, they are struggling with the ability to use these devices in developmentally appropriate ways (Marklund, 2015; Nuttall, Edwards, Mantilla, Grieshaber, & Wood, 2015). The primary purpose of the present study was to examine the efficacy of using different types of mobile media apps to increase the receptive and expressive vocabulary development of preschool children living in economically disadvantaged communities. Children and teachers in four Head Start classrooms participated in the quasiexperimental study, which included an eight-week intervention in which the children interacted with one of two types of apps: one classroom used direct instruction vocabulary apps (n = 16) and one classroom used open-ended vocabulary apps (n = 15). Two classrooms served as control groups (n = 18; n = 14) which used apps that were Kushner, Stephanie Propst, Brooke Rusoff, Rachel Sherman, and Cathy Twyman for your professionalism, flexibility, and enthusiasm for assessment. In particular, thank you viii to Amanda Barnes, whose eagerness to learn about research was inspiring and who went above and beyond to ensure the quality of my data. I am forever grateful to my mentors, committee members, and UCF ECDE family. Thank you to Lap Nguyen, who embarked on this PhD journey with me and helped me to realize when it was time to take a break. I am grateful to Dr. Judit Szente who encouraged me to enroll in the PhD program, supported publication efforts, and was always willing to assist me. Thank you to Dr. Judy Levin who believed in me throughout my undergraduate, masters, and doctoral careers and who, despite being the hardest working person I know, was never too busy to listen. Thank you to Dr. Debbie Hahs-Vaughn for her expertise in statistics and always finding time to assist when I needed guidance. Thank you to Dr. Rex Culp for his encouragement and enthusiasm. Thank you to Dr. Laurie Campbell for being a wonderful mentor and support system. I would also like to thank Ms. Jill Goodman for providing expert advice on the apps chosen for this study and guiding me in the development of the iPad assessments and intervention plans. Finally, thank you to my chair, Dr. A...

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Methodology for evaluating a novel education technology: a case study of handheld video games in Chile

Cited by 20 publications

References 12 publications

A framework for aligning needs, abilities and affordances to inform design and practice of educational technologies

A framework for aligning needs, abilities and affordances to inform design and practice of educational technologies

A web-based learning tool improves student performance in statistics: A randomized masked trial

A Quasi-Experiment Examining Expressive and Receptive Vocabulary Knowledge of Preschool Head Start Children Using Mobile Media Apps

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