An Empirical Evaluation of Technical and Pedagogical Usability Criteria for Web-Based Learning Resources with Middle School Students PROCEEDINGS
Said Hadjerrouit, University of Agder; Faculty of Technology & Sciences, Department of Mathematics and Sciences, Norway
Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Technical usability as defined by Nielsen (2000) is an important, but not sufficient, criterion for Web-based learning resources (WBLRs). WBLRs must be pedagogically usable in order to promote the students’ learning. The goal of technical usability is to minimize the cognitive load, resulting from the interaction with the WBLR in order to free more resources for the learning process itself. The concept of pedagogical usability is related to the learning utility of WBLRs. This paper proposes a framework for conceptualizing technical and pedagogical usability issues of WBLRs. The article draws on research in learning theory, pedagogical strategies, usability constructs, and Web technologies. The work also reports on students’ perceptions of WBLRs by means of survey questionnaires.
Hadjerrouit, S. (2010). An Empirical Evaluation of Technical and Pedagogical Usability Criteria for Web-Based Learning Resources with Middle School Students. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 2231-2238). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 18, 2017 from https://www.learntechlib.org/p/33695/.
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