Developing a Self-Report-Based Sequential Analysis Method for Educational Technology Systems: A Process-Based Usability Evaluation

Autor/inn/en	Lin, Yi-Chun; Hsieh, Ya-Hui; Hou, Huei-Tse
Titel	Developing a Self-Report-Based Sequential Analysis Method for Educational Technology Systems: A Process-Based Usability Evaluation
Quelle	In: Journal of Educational Computing Research, 53 (2015) 1, S.95-123 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633115590772
Schlagwörter	Foreign Countries; Elementary School Students; Educational Technology; Sequential Approach; Measurement Techniques; Measures (Individuals); Usability; Surveys; Evaluation Methods; Educational Games; Behavior Patterns; Student Behavior; Rewards; Feedback (Response); Interests; Interest Research; Gender Differences; Research Design; Statistical Analysis; Visualization; Recall (Psychology); Questionnaires; Interviews; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Schrittfolge; Messtechnik; Messdaten; Survey; Umfrage; Befragung; Educational game; Lernspiel; Student behaviour; Schülerverhalten; Reward; Belohnung; Bildungsinteresse; Interessenforschung; Geschlechterkonflikt; Forschungsdesign; Statistische Analyse; Visualisation; Visualisierung; Abberufung; Fragebogen; Interviewing; Interviewtechnik
Abstract	The development of a usability evaluation method for educational systems or applications, called the self-report-based sequential analysis, is described herein. The method aims to extend the current practice by proposing self-report-based sequential analysis as a new usability method, which integrates the advantages of self-report in survey research (e.g., questionnaires and interviews) and lag sequential analysis to evaluate educational systems or applications and further understand students' operational process patterns of behaviors toward the systems' interfaces. An empirical study using a drill-based game as a platform was conducted to test the effectiveness of the self-report-based sequential analysis method. The results showed the critical mediators and behavioral transfer patterns among the different area of interests during the students' overall operational process behaviors. For example, the health points and badges as rewards served as critical mediators between the rewards and feedback and health points and countdown timer, respectively. The self-report-based sequential analysis helped explore the participants' operational process behaviors in the area of interests, and why behaviors shift on area of interests that can assist to diagnose the inappropriate arrangement of area of interests. Suggestions are provided based on the results. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01