Novice and Expert Collaboration in Educational Software Development: Evaluating Application Effectiveness

Autor/inn/en	Friedman, Rob; Saponara, Adam
Titel	Novice and Expert Collaboration in Educational Software Development: Evaluating Application Effectiveness
Quelle	In: Journal of Interactive Learning Research, 19 (2008) 2, S.271-292 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1093-023X
Schlagwörter	Fantasy; Educational Technology; Pretests Posttests; College Students; Primary Education; Grade 4; Cartography; Experiential Learning; Partnerships in Education; Courseware; Urban Schools; Computer Software; Instructional Effectiveness; New Jersey + Suchen Sie Ihr Suchwort? Fantasie; Unterrichtsmedien; Collegestudent; Primarbereich; School year 04; 4. Schuljahr; Schuljahr 04; Kartenkunde; Kartografie; Experiental learning; Erfahrungsorientiertes Lernen; Hochschulpartnerschaft; Lernsoftware; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Unterrichtserfolg
Abstract	In an attempt to hone the role of learners as designers, this study investigates the effectiveness of an instructional software application resulting from a design process founded on the tenets of participatory design, informant design, and contextual inquiry, as well as a set of established design heuristics. Collaboration occurred among learning systems researchers, educational technology consultants, college students studying software engineering and multimedia design, and primary school students to create a game-like software application for developing mapping skills in young urban students. A two-group pretest/posttest quasi-experimental design was conducted between two groups to measure the effectiveness of the application versus traditional classroom instruction. Descriptive, empirical results indicate that students using the software application afforded a marginal net benefit from pre- to posttest and, when tested on concepts covered by areas of the software that are conducive to fantasy, the experimental group experienced a greater benefit relative to students in a classroom setting. Results show a significant difference in four instances of the instructional software application. Generally, the collaborative, participatory design process caused a positive change in the academic climate for all stakeholders. (Contains 3 tables and 5 figures.) (Author).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10