Usability evaluation in an exploratory design-based research approach of convenience store new employee training e-Learning material

2009 ◽  
Author(s):  
Chiung-Sui Chang ◽  
Wan-Tzu Wong ◽  
Yi-Chia Cheng ◽  
Ya-Ping Huang
Keyword(s):  
Employee Training ◽  
Usability Evaluation ◽  
Research Approach ◽  
Convenience Store ◽  
Learning Material ◽  
Design Based Research ◽  
New Employee ◽  
E Learning

scholarly journals Effect of improving the usability of an e-learning resource: a randomized trial

2014 ◽  
Vol 38 (2) ◽  
pp. 155-160 ◽  
Author(s):  
Mogamat Razeen Davids ◽  
Usuf M. E. Chikte ◽  
Mitchell L. Halperin
Keyword(s):  
Randomized Trial ◽  
User Satisfaction ◽  
Rating Scale ◽  
Usability Evaluation ◽  
Learning Material ◽  
Transfer Of Knowledge ◽  
Learning Resource ◽  
Usability Problems ◽  
System Usability Scale ◽  
E Learning

Optimizing the usability of e-learning materials is necessary to reduce extraneous cognitive load and maximize their potential educational impact. However, this is often neglected, especially when time and other resources are limited. We conducted a randomized trial to investigate whether a usability evaluation of our multimedia e-learning resource, followed by fixing of all problems identified, would translate into improvements in usability parameters and learning by medical residents. Two iterations of our e-learning resource [ version 1 (V1) and version 2 (V2)] were compared. V1 was the first fully functional version and V2 was the revised version after all identified usability problems were addressed. Residents in internal medicine and anesthesiology were randomly assigned to one of the versions. Usability was evaluated by having participants complete a user satisfaction questionnaire and by recording and analyzing their interactions with the application. The effect on learning was assessed by questions designed to test the retention and transfer of knowledge. Participants reported high levels of satisfaction with both versions, with good ratings on the System Usability Scale and adjective rating scale. In contrast, analysis of video recordings revealed significant differences in the occurrence of serious usability problems between the two versions, in particular in the interactive HandsOn case with its treatment simulation, where there was a median of five serious problem instances (range: 0–50) recorded per participant for V1 and zero instances (range: 0–1) for V2 ( P < 0.001). There were no differences in tests of retention or transfer of knowledge between the two versions. In conclusion, usability evaluation followed by a redesign of our e-learning resource resulted in significant improvements in usability. This is likely to translate into improved motivation and willingness to engage with the learning material. In this population of relatively high-knowledge participants, learning scores were similar across the two versions.

Using E-Learning to Transform Large Class Teaching

2011 ◽  
pp. 139-156 ◽  
Author(s):  
Cathy Gunn ◽  
Mandy Harper
Keyword(s):  
Research University ◽  
Learning Strategy ◽  
Strategy Development ◽  
Research Approach ◽  
Design Based Research ◽  
Teachers And Students ◽  
Integrated Classroom ◽  
E Learning ◽  
Available Technology ◽  
Learning Development

This chapter describes a seven-year, incremental process of e-learning development within science courses at a large research university. The process was driven by common challenges in higher education: increasing class size and diversity, limited resources for teaching, and concern about poor alignment with graduate capability requirements. Following a design-based research approach (The Design Based Research Collective, 2003), each stage of development was grounded in appropriate educational theory and implemented using the best available technology. The impact was monitored through surveys, performance records, system log data, and reflective discussion among teachers and students. The revised educational model increased learner autonomy and choice, integrated classroom teaching and e-learning activities, and put explicit focus on learning strategy development. Implications for faculty development and institutional culture change are identified, as these emerged as significant factors. The chapter concludes with reflections on the scale of the transformation that took place, key challenges faced during the process, and issues yet to be addressed as development continues.

PENGEMBANGAN PEMBELAJARAN TARI LENGGOK MAK INANG MELALUI MULTIMEDIA INTERAKTIF BERBASIS E-LEARNING

2019 ◽  
Vol 8 (1) ◽  
pp. 49
Author(s):  
Ronni Lirahman ◽  
Yusnizar Heniwaty Heniwaty
Keyword(s):  
Field Trial ◽  
Interactive Multimedia ◽  
Multimedia Learning ◽  
Learning Material ◽  
Main Field ◽  
Initial Field ◽  
E Learning ◽  
Definition Of

ABSTRACT This research produced a product of the development of Lenggok Mak Inang dance learning through interactive multimedia which included appreciation learning material (Basic Competence 3) and expression (Basic Competence 4) in class X of SMK / SMA. The appreciation material contains the definition of dance, accompaniment music, clothing, patterns, while the expression material contains terms, variety and arrangement of motion in the Lenggok Mak Inang dance. From the test media experts got a score of 4,42 (Very Good), media experts got a score of 4 (Good), user trials which included an initial field trial of 4,08 (Good), main field trial 4,22 ( Very Good) and an operational field trial of 4,53 (Very Good). The results obtained indicate that the development of interactive multimedia learning Lenggok Mak Inang dance is very feasible to use or be used as a learning media for dance.                                                                                    Keywords: Interactive Multimedia, E-Learning, Lenggok Mak Inang Dance.  ABSTRAKPenelitian ini menghasilkan produk pengembangan pembelajaran tari Lenggok Mak Inang melalui multimedia interaktif yang didalamnya terdapat materi pembelajaran apresiasi (Kompetensi Dasar 3) dan ekspresi (Kompetensi Dasar 4) kelas X SMK/SMA. Materi apresiasi berisikan definisi tari, musik pengiring, busana, pola/ garis, sedangkan materi ekspresi berisikan istilah, ragam dan susunan gerak pada tari Lenggok Mak Inang. Dari uji ahli media mendapatkan skor 4,42 (Sangat Baik), ahli media mendapatkan skor 4 (Baik), uji coba pengguna yang meliputi uji coba lapangan awal 4,08 (Baik), uji coba lapangan utama 4,22 (Sangat Baik) dan uji coba lapangan operasional 4,53 (Sangat Baik). Hasil yang diperoleh menunjukkan bahwa pengembangan multimedia interaktif pembelajaran tari Lenggok Mak Inang ini Sangat Layak digunakan atau dijadikan media pembelajaran tari. Kata kunci: Multimedia Interaktif, E-Learning, Tari Lenggok Mak Inang.

scholarly journals Does Scientific Evaluation Matter? Improving Digital Simulation Games by Design-Based Research

2020 ◽  
Vol 9 (9) ◽  
pp. 155 ◽  
Author(s):  
Sven Ivens ◽  
Monika Oberle
Keyword(s):  
Civic Education ◽  
Game Design ◽  
Digital Simulation ◽  
Educational Interventions ◽  
Simulation Game ◽  
Research Approach ◽  
Scientific Evaluation ◽  
Simulation Games ◽  
Design Based Research ◽  
Term Evaluation

Grounded in a design-based research approach, the aim of this article is to determine whether scientific evaluations help to (a) identify and fix problems in educational interventions and (b) eventually foster a more effective and positive evaluated intervention. Therefore, data from a longer-term evaluation of short digital simulation games about the European Parliament for civic education in schools were used. The data included three cycles of interventions with pre- and post-evaluations starting with the first prototype in 2015/2016 (n = 209), the second cycle in 2017/18 (n = 97), and the last one in 2019/20 (n = 222). After each evaluation, major problems and critiques regarding the simulation game were discussed with the developers, and changes were implemented in the game design. The four most important problems, the processes by which they were improved and the reactions of the participants in the following evaluations are pointed out in the article. A comparison of the last and first evaluation cycle showed an overall improvement of the simulation game regarding its effectiveness in transferring EU knowledge and the participants’ general satisfaction with the simulation game. This study underlines the value of the design-based research approach for developing educational interventions and can be useful for further work on civic education measures and the implementation of digital simulation games.

scholarly journals A Seamless Learning Design for Mobile Assisted Language Learning: An Iranian Context

2016 ◽  
Vol 9 (5) ◽  
pp. 206 ◽  
Author(s):  
Elham Mohammadi Foomani ◽  
Mohsen Hedayati
Keyword(s):  
Language Learning ◽  
Communication Technology ◽  
Information Communication ◽  
Design Based Research ◽  
Mobile Assisted Language Learning ◽  
Seamless Learning ◽  
Teachers And Students ◽  
Recent Developments ◽  
E Learning ◽  
Iranian Context

<p>Recent developments in information communication technology (ICT) have resulted in a paradigm shift in e-Learning and there is a growing interest in developing design-based research (DBR) focusing on learners and their involvement in knowledge sharing in a contextualized mode. The present study reports a mobile-assisted language learning (MALL) design with a focus on contextualized student-created content having a seamless learning approach. The students in this study (N= 24) used their mobile devices to take photos and create artifacts to represent English idioms and share them on Padlets with their peers for further discussion and feedback. In the first four weeks of the study, students were taught English idioms and in the following next two weeks they created and shared their own artifacts to represent the learnt idioms. The post-study reflections and results of the interviews and obtained from students and the teacher at the end of study revealed that they favor and support greater learner autonomy achieved by learner-generated context (LGC) which bridges the in-classroom and out-of-classroom learning. The article also highlights the necessity of reconceptualization of teachers and students’ perceptions of mobile use in language learning in Iran.</p>

Understanding Cellular Respiration in Terms of Matter & Energy within Ecosystems

2014 ◽  
Vol 76 (6) ◽  
pp. 408-414 ◽  
Author(s):  
Joshua S. White ◽  
April C. Maskiewicz
Keyword(s):  
Student Understanding ◽  
Next Generation Science Standards ◽  
Cellular Respiration ◽  
Research Approach ◽  
Science Standards ◽  
Design Based Research ◽  
Written Responses ◽  
Ecosystem Level ◽  
Quantitative Results ◽  
Matter Energy

Using a design-based research approach, we developed a data-rich problem (DRP) set to improve student understanding of cellular respiration at the ecosystem level. The problem tasks engage students in data analysis to develop biological explanations. Several of the tasks and their implementation are described. Quantitative results suggest that students from the experimental class who participated in the DRP showed significant gains on cellular respiration posttest items, and students from the control class who participated in a non-DRP task showed no significant gains. Qualitative results from interviews and written responses showed that students from the experimental class progressed to deeper “levels of achievement” in cellular respiration. The data-rich tasks promote student understanding of cellular respiration, matter transformation, decomposition, and energy transformation – all goals recommended by the Next Generation Science Standards.

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