Evaluating the Acceptability and Usability of EASEL: A Mobile Application That Supports Guided Reflection for Experiential Learning Activities

Autor/inn/en	Schnepp, Jerry; Rogers, Christian
Titel	Evaluating the Acceptability and Usability of EASEL: A Mobile Application That Supports Guided Reflection for Experiential Learning Activities
Quelle	In: Journal of Information Technology Education: Innovations in Practice, 16 (2017), S.195-214 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-3151
Schlagwörter	Usability; Computer Software Evaluation; Handheld Devices; Experiential Learning; Learning Activities; Courseware; Cues; Active Learning; Reflection; Pretesting; Teacher Attitudes; Student Attitudes; Metacognition; Technology Uses in Education; Needs Assessment; Questionnaires; Likert Scales; College Freshmen + Suchen Sie Ihr Suchwort? Softwareanalyse; Experiental learning; Erfahrungsorientiertes Lernen; Lernaktivität; Lernsoftware; Stichwort; Aktives Lernen; Vortest; Lehrerverhalten; Schülerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Bedarfsermittlung; Fragebogen; Likert-Skala; Studienanfänger
Abstract	Aim/Purpose: To examine the early perceptions (acceptability) and usability of EASEL (Education through Application-Supported Experiential Learning), a mobile platform that delivers reflection prompts and content before, during, and after an experiential learning activity. Background: Experiential learning is an active learning approach in which students learn by do-ing and by reflecting on the experience. This approach to teaching is often used in disciplines such as humanities, business, and medicine. Reflection before, during, and after an experience allows the student to analyze what they learn and why it is important, which is vital in helping them to understand the relevance of the experience. A just-in-time tool (EASEL) was needed to facilitate this. Methodology: To inform the development of a mobile application that facilitates real-time guided reflection and to determine the relevant feature set, we conducted a needs analysis with both students and faculty members. Data collected during this stage of the evaluation helped guide the creation of a prototype. The user experience of the prototype and interface interactions were evaluated during the usability phase of the evaluation study. Contribution: Both the needs analysis and usability assessment provided justification for continued development of EASEL as well as insight that guides current development. Findings: The interaction design of EASEL is understandable and usable. Both students and teachers value an application that facilitates real-time guided reflection. (As Provided).
Anmerkungen	Informing Science Institute. 131 Brookhill Court, Santa Rosa, CA 95409. Tel: 707-531-4925; Fax: 480-247-5724; e-mail: contactus@informingscience.org; Web site: http://www.informingscience.org/Journals/JITEIIP/Overview
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01