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Summary
Higher education institutions are experiencing burgeoning growth in student
enrolment. The subsequent increase in undergraduate class sizes means that the
needs of individual students are no longer effectively addressed. Students are also
less likely to actively participate in these large classes. There is a high probability
that such stude...
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Citations
... It is also necessary to ensure compliance with the educational objective with efficiency, effectiveness and satisfaction. In this way, it is necessary to incorporate a concept in education, considered to be emerging and innovative for some authors, whose bases are replicated or adjusted to different areas of knowledge, including human-computer interaction and interaction design: pedagogical usability [5,16,19,20]. ...
... While the technical usability is concerned with the interaction of the user with a computational application interface, the so-called pedagogical usability is concerned with "whether the tools, content, interface and the tasks of the computational application, support learners in learning in a particular context and according to selected pedagogical objectives" [6]. According to [16], in order to develop or improve a mobile learning application it is not sufficient to evaluate whether one can use it or not (technical usability); they must also want to use it [20]. The technological usability is one of the user interfaces, centered on mobile device factors; whereas the pedagogical usability it the one which includes criteria related with learning factors supported by the mobile device. ...
... It should especially consider educational aspects, such as the learning process, learning purposes, user's needs, the learning experience, learning content and learning outcomes [21]. Improving the technical usability of a mobile learning application is not enough for its users to use it, they must also want to use it [16], thus pedagogical usability is the most appropriate method to identify how much users want to use the learning application, [5,20]. ...
The pedagogical usability is an important characteristic of applications that support learning as it relates to the added value students perceive while using it for learning. A good pedagogical usability means that an application has more chances to be accepted and used by the students thus raising the possibilities that students actually will learn with it. However important, this concept tends to be neglected by many authors. In this work we show how this concept can be applied to evaluate an application by presenting a real example of an application that has been re-designed to improve its usability, thus showing how pedagogical usability can be operationalized to be applied in general. The application shown in this work is called RedCoMulApp (Reading Collaborative Multiple-option Application) and its goal is to raise the reading comprehension ability of 12th grade high school students. In order to capture the pedagogical usability, we used 12 metrics to design a questionnaire with 26 questions to be answered with a 5-point Likert-scale, plus two open-ended questions to capture aspects that were positively valued, and those that should be improved. The results for the pedagogical usability allow us to validate that the design of the application was perceived by the students as pedagogically useful to learning about reading comprehension.
... Usability testing is a technique that emphasizes and examines how usable an application is (Hussain, 2017;Sharpe, Rogers, & Preece, 2007). It specifies whether a product or application meets a quantifiable usability rate when a spe- cific user executes specific tasks using that product or application (Khomokhoana, 2011). ...
... Usability tests are techniques based on user percep- tion to identify usability problems (Coutinho, Couto, Biase, Fernandes, & Bonifacio, 2015). User-based (asking users their opinions) method is one of the most commonly adopted methods for evaluating the usability of an application (Anani, 2008;Khomokhoana, 2011). In this study, we developed a questionnaire to ask students perceptions and evaluating the usability of the mobile application. ...
... Usability testing is a technique that emphasizes and examines how usable an application is (Hussain, 2017;Sharpe, Rogers, & Preece, 2007). It specifies whether a product or application meets a quantifiable usability rate when a specific user executes specific tasks using that product or application (Khomokhoana, 2011). ...
... Usability tests are techniques based on user perception to identify usability problems (Coutinho, Couto, Biase, Fernandes, & Bonifacio, 2015). User-based (asking users their opinions) method is one of the most commonly adopted methods for evaluating the usability of an application (Anani, 2008;Khomokhoana, 2011). In this study, we developed a questionnaire to ask students perceptions and evaluating the usability of the mobile application. ...
The advent of mobile technologies in learning context, has been increased the requirements for developing appropriate usability model to align with mobile learning applications. Even though mobile learning has been studied from different aspects of pedagogy environment and technology acceptance, there is little scientific and published research on usability of mobile learning applications. To fill up the gap, in this study, a usability evaluation model with the inclusion of timeliness is developed to assess the usability of mobile learning applications. Timeliness or response time as an important feature in mobile learning, which influences learning satisfaction, can be considered to evaluate the peers and instructors' timely response. The main objective of this study is to construct and validate a usability evaluation survey for mobile learning environments. This study employed a two round Delphi method to empirically verify the usability questionnaire by obtaining a consensus from fourteen experts regarding the questionnaire items. Results indicate that over 88% of experts have consented on all usability items represented in the usability questionnaire. The usability evaluation survey for mobile learning applications can help to improve user satisfaction and reductions in training costs. The decrease in costs attracts many researchers, interface designers and project managers to employ the usability evaluation when designing the interfaces for mobile learning applications.
... It should be especially concerned with educational aspects such as the learning process, purposes of learning, user's needs, the learning experience, learning content and learning outcomes [3]. When developing or improving a mobile learning application is not sufficient to intend that people can use it, they must want to use it [4]. ...
The growth in the use of mobile devices in everyday life determined an increasing demand to access educational information using mobile technology. Nevertheless, most existing computer based Learning Management
Systems still do not have advanced access support for mobile devices. This paper presents the basis of an in-progress research, aiming to enhance our understanding of mobile learning usability considerations and measurement. It also provides the starting point for performing a usability evaluation of the MyMobile web interface of our university’s Moodle LMS. The main contribution of this paper is our proposed approach, based on four perspectives that have to be considered when designing or testing a mobile learning solution: Pedagogical usability, Usability of the device, Usability of the content and Usability of the mobile web interface. Additionally, metrics, methods and guidelines for usability testing are given. The main goal of the paper is to provide an overview on a proposed framework for testing and optimizing a LMS mobile web interface from a usability perspective.
... It should be especially concerned with educational aspects such as the learning process, purposes of learning, user's needs, the learning experience, learning content and learning outcomes [3]. When developing or improving a mobile learning application is not sufficient to intend that people can use it, they must want to use it [4]. ...
The growth in the use of mobile devices in everyday life determined an increasing demand to access educational information using mobile technology. Nevertheless, most existing computer based Learning Management Systems still do not have advanced access support for mobile devices. This paper presents the basis of an in-progress research, aiming to enhance our understanding of mobile learning usability considerations and measurement. It also provides the starting point for performing a usability evaluation of the MyMobile web interface of our university's Moodle LMS. The main contribution of this paper is our proposed approach, based on four perspectives that have to be considered when designing or testing a mobile learning solution: Pedagogical usability, Usability of the device, Usability of the content and Usability of the mobile web interface. Additionally, metrics, methods and guidelines for usability testing are given. The main goal of the paper is to provide an overview on a proposed framework for testing and optimizing a LMS mobile web interface from a usability perspective.
italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Contribution:
This article describes the process used to create a questionnaire to evaluate the usability of mobile learning applications (CECAM). The questionnaire includes specific questions to assess user interface usability and pedagogical usability.
Background: Nowadays, mobile applications are expanding rapidly and are commonly used in educational institutions to support the learning and teaching process. But the possible deficient usability could decrease the utility of learning activities and the student’s motivation. Therefore, careful planning and design by the developer are required, along with a usability evaluation of the applications.
Research Questions: How could an instrument be developed to evaluate the usability of m-learning applications that combine technical and pedagogical aspects? How can the quality of the developed instrument be determined?
Methodology: A structured questionnaire was created like a measuring tool to evaluate and design m-learning applications. Different statistical techniques, including reliability and validity assessments, were employed to evaluate the quality of the instrument, which is determined through the calibration of the CECAM survey.
Findings: After the validity analysis of the questionnaire, a scale with 56 items was obtained, with an alpha reliability coefficient of 0.911 (an excellent measuring scale). It pretends to be used by teachers to design or evaluate m-learning applications, improve their usability, and enhance the students’ learning experience.</p
El trabajo parte de una apreciación de la realidad contemporánea global de los teléfonos móviles así como de los factores que determinaron su evolución desde un equipo que solo permitía realizar llamadas telefónicas hasta la actualidad en que su número supera al de habitantes del planeta y en que los teléfonos inteligentes salen de fábrica con cientos de aplicaciones. Realiza asimismo una aproximación al aprendizaje móvil, partiendo de una revisión de diversos criterios conceptuales así como sustentando un punto de vista propio del autor. Presenta un breve estado del arte analizando tres de sus modelos: el ecosistema móvil, el contexto para el análisis racional de la educación móvil y el modelo pedagógico del aprendizaje móvil. Es pertinente recalcar que en este caso, tal como en cualquier otra modalidad de aprendizaje, no es posible pensar que las máquinas lo resuelven todo; y se afirma que el aprendizaje móvil no depende tanto de la tecnología sino sobre todo de la relación cognitiva del usuario con los procesos didácticos implicados en los contenidos que se le ofrecen. Lo revisado en este trabajo es una aproximación preliminar a una temática que presenta diversas aristas y notorios avances y que dada su trascendencia motiva la realización de mundiales certámenes anuales, como el que celebra la Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO).
