Evaluating the Usability of a Professional Modeling Tool Repurposed for Middle School Learning

Autor/inn/en	Peters, Vanessa L.; Songer, Nancy Butler
Titel	Evaluating the Usability of a Professional Modeling Tool Repurposed for Middle School Learning
Quelle	In: Journal of Science Education and Technology, 22 (2013) 5, S.681-696 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-012-9422-8
Schlagwörter	Middle School Students; Usability; Science Instruction; Models; Climate; Educational Technology; Urban Schools; Design; Improvement; Task Analysis; Time on Task; Qualitative Research + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Analogiemodell; Klima; Unterrichtsmedien; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Qualitätssteigerung; Aufgabenanalyse; Zeitaufwand; Qualitative Forschung
Abstract	This paper reports the results of a three-stage usability test of a modeling tool designed to support learners' deep understanding of the impacts of climate change on ecosystems. The design process involved repurposing an existing modeling technology used by professional scientists into a learning tool specifically designed for middle school students. To evaluate usability, we analyzed students' task performance and task completion time as they worked on an activity with the repurposed modeling technology. In stage 1, we conducted remote testing of an early modeling prototype with urban middle school students (n = 84). In stages 2 and 3, we used screencasting software to record students' mouse and keyboard movements during collaborative think-alouds (n = 22) and conducted a qualitative analysis of their peer discussions. Taken together, the study findings revealed two kinds of usability issues that interfered with students' productive use of the tool: issues related to the use of data and information, and issues related to the use of the modeling technology. The study findings resulted in design improvements that led to stronger usability outcomes and higher task performance among students. In this paper, we describe our methods for usability testing, our research findings, and our design solutions for supporting students' use of the modeling technology and use of data. The paper concludes with implications for the design and study of modeling technologies for science learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10