Evaluation of the technical and pedagogical mobile usability.
Antti Syvänen. antti.syvänen@uta.fi Hypermedia Laboratory, University of Tampere, FIN-33014 Tampereen yliopisto, Finland.
Petri Nokelainen. petri.nokelainen@uta.fi Research Centre for Vocational Education, University of Tampere, FIN–13101 Hämeenlinna, Finland.
Attewell & Cavill-Smith (editor). Mobile Learning Anytime Everywhere. A book of papers from MLearn 2004. pg 191-185
Abstract
The major goal of the multidisciplinary Digital Learning 2 project is to develop an online tool to evaluate the usability of digital learning materials. This paper concentrates on describing the technical and pedagogical usability criteria and how they are specified in order to take account of the special features of mobile learning materials and environments. This was done by incorporating a ‘components of mobile learning’ (CML) evaluation model, which had been previously developed and empirically tested, into the criteria, after reviewing the other earlier categorisations for evaluation of mobile learning.
The major goal of the project is to develop a tool to evaluate the usability of digital learning materials and environments. In order to reach that goal, numerous concepts and models have been defined; for example, the criteria for technical and pedagogical usability and the Components of Mobile Learning (CML) model.
The following components of the technical usability criteria were specified (Nokelainen 2004):
1 accessibility
2 ‘learnability’ and memorability
3 user control
4 help
5 graphical layout
6 reliability
7 consistency
8 efficiency
9 memory load
10 errors.
In addition, the following pedagogical usability components were specified (Nokelainen 2004):
1 learner control
2 learner activity
3 cooperative learning
4 goal orientation
5 applicability
6 effectiveness
7 motivation
8 valuation of previous knowledge
9 flexibility
10 feedback.
The Components of Mobile Learning (CML) model was developed for evaluation of mobile learning. The model (Ahonen et al. 2002) consists of:
1 continuity and adaptability
2 learning as a personal process
3 contextuality in learning
4 accessibility
5 support for time and learning management
6 flexible interaction.
My Comments: This paper is very relevant as a benchmark (reference point) for my PhD research. Syvanen and Nokelainen had developed a usability evaluation tool, and used a set of usability criteria (comprising technical & pedagogical usability).
The criteria for evaluation of the technical and pedagogical mobile usability have been
developed in the following stages:
# investigation of the previous research reports dealing with the characteristics of mobility and
mobile learning (2001–2002)
# development of the first version of the CML model (2002–2003; Ahonen et al. 2002)
# development and empirical testing of the criteria (2003; Syvänen et al. 2003, 2004)
# review of earlier categorisations for the evaluation of mobile learning and incorporation
into the technical and pedagogical usability criteria (2004).
Table 1 Summary of the earlier categorisations for evaluation of mobile learning
>>>summarise Technical Usability from various sources
>>>summarise Pedagogical Usability from various sources.
Table 2 Evaluation of mobile learning materials and environments
>>>summarise Questions for each Technical/Pedagogical Usability Criteria.
Conclusions
In this paper we have specified the criteria for evaluation of mobile learning material in detail
and shown how mobile learning materials and environments are evaluated with an online evaluation tool. The real-life empirical testing of the evaluation tool was difficult to conduct as at
the time, there were only a few learning materials or environments defined solely for mobile use. However, the progress of developing such materials all over the world is rapid, and thus we see the mobile evaluation criteria as a meaningful part of the evaluation tool. In the future, we intend to develop the evaluation tool through empirical testing of real-life mobile learning materials and environments.
References that I may want to read further in the future:
Nokelainen P (2004). Conceptual definition of the technical and pedagogical usability criteria
for digital learning material. In Proceedings of ED–MEDIA 2004: World Conference on Educational Multimedia, Hypermedia and Telecommunications, Lugano, Switzerland, 2004(1), 4249–4254.
Antti Syvänen. antti.syvänen@uta.fi Hypermedia Laboratory, University of Tampere, FIN-33014 Tampereen yliopisto, Finland.
Petri Nokelainen. petri.nokelainen@uta.fi Research Centre for Vocational Education, University of Tampere, FIN–13101 Hämeenlinna, Finland.
Attewell & Cavill-Smith (editor). Mobile Learning Anytime Everywhere. A book of papers from MLearn 2004. pg 191-185
Abstract
The major goal of the multidisciplinary Digital Learning 2 project is to develop an online tool to evaluate the usability of digital learning materials. This paper concentrates on describing the technical and pedagogical usability criteria and how they are specified in order to take account of the special features of mobile learning materials and environments. This was done by incorporating a ‘components of mobile learning’ (CML) evaluation model, which had been previously developed and empirically tested, into the criteria, after reviewing the other earlier categorisations for evaluation of mobile learning.
The major goal of the project is to develop a tool to evaluate the usability of digital learning materials and environments. In order to reach that goal, numerous concepts and models have been defined; for example, the criteria for technical and pedagogical usability and the Components of Mobile Learning (CML) model.
The following components of the technical usability criteria were specified (Nokelainen 2004):
1 accessibility
2 ‘learnability’ and memorability
3 user control
4 help
5 graphical layout
6 reliability
7 consistency
8 efficiency
9 memory load
10 errors.
In addition, the following pedagogical usability components were specified (Nokelainen 2004):
1 learner control
2 learner activity
3 cooperative learning
4 goal orientation
5 applicability
6 effectiveness
7 motivation
8 valuation of previous knowledge
9 flexibility
10 feedback.
The Components of Mobile Learning (CML) model was developed for evaluation of mobile learning. The model (Ahonen et al. 2002) consists of:
1 continuity and adaptability
2 learning as a personal process
3 contextuality in learning
4 accessibility
5 support for time and learning management
6 flexible interaction.
My Comments: This paper is very relevant as a benchmark (reference point) for my PhD research. Syvanen and Nokelainen had developed a usability evaluation tool, and used a set of usability criteria (comprising technical & pedagogical usability).
The criteria for evaluation of the technical and pedagogical mobile usability have been
developed in the following stages:
# investigation of the previous research reports dealing with the characteristics of mobility and
mobile learning (2001–2002)
# development of the first version of the CML model (2002–2003; Ahonen et al. 2002)
# development and empirical testing of the criteria (2003; Syvänen et al. 2003, 2004)
# review of earlier categorisations for the evaluation of mobile learning and incorporation
into the technical and pedagogical usability criteria (2004).
Table 1 Summary of the earlier categorisations for evaluation of mobile learning
>>>summarise Technical Usability from various sources
>>>summarise Pedagogical Usability from various sources.
Table 2 Evaluation of mobile learning materials and environments
>>>summarise Questions for each Technical/Pedagogical Usability Criteria.
Conclusions
In this paper we have specified the criteria for evaluation of mobile learning material in detail
and shown how mobile learning materials and environments are evaluated with an online evaluation tool. The real-life empirical testing of the evaluation tool was difficult to conduct as at
the time, there were only a few learning materials or environments defined solely for mobile use. However, the progress of developing such materials all over the world is rapid, and thus we see the mobile evaluation criteria as a meaningful part of the evaluation tool. In the future, we intend to develop the evaluation tool through empirical testing of real-life mobile learning materials and environments.
References that I may want to read further in the future:
Nokelainen P (2004). Conceptual definition of the technical and pedagogical usability criteria
for digital learning material. In Proceedings of ED–MEDIA 2004: World Conference on Educational Multimedia, Hypermedia and Telecommunications, Lugano, Switzerland, 2004(1), 4249–4254.
No comments:
Post a Comment