Educational software evaluation
See also instructional design method
There are several ways to evaluate software:
E.g. Dalgarno (2004) proposes three broad categories:
- Categories of cognitive task
- Categories of input technique
- Categories of system response
- Cognitive task
- Attending to static information
- Controlling media
- Navigating the system
- Answering questions
- Attending to question feedback
- Exploring a world
- Measuring in a world
- Manipulating a world
- Constructing in a world
- Attending to world changes
- Processing data
- Attending to processed data
- Formatting output
- Input technique
- Key pressing
- Pull down menus
- Menu lists
- Hot spots
- Scroll bars
- Media controls
- System response
- Presenting media
- Presenting cues
- Assessing answers
- Generating feedback
- Updating world
- Generating world
- Processing data
- Saving and loading
Geissinger (1997) starts with the question "Can this product actually teach what it is supposed to?" and uses Barker & King's (1993:309) four categories:
Quality of end-user interface design
Investigation shows that the designers of the most highly-rated products follow well-established rules & guidelines. This aspect of design affects usersí perception of the product, what they can do with it and how completely it engages them.
Appropriate use of audio & moving video segments can contribute greatly to usersí motivation to work with the medium.
Usersí involvement in participatory tasks helped make the product meaningful and provoke thought.
Products which allow users to configure them and change them to meet particular individual needs contribute well to the quality of the educational experience.
Belfer, Nesbit, & Leacock, T. proposed a Learning Object Review Instrument (LORI)
- Barker (1995). Evaluating a model of learning design. In H. Maurer (Ed.) Proceedings, World Conference in Educational Multimedia & Hypermedia. Graz, Austria: Association for the Advancement of Computing in Education.
- Barker, P. & King, T. (1993). Evaluating interactive multimedia courseware -- a methodology. Computers in Education 21 (4), 307-319.
- Baumgartner, P. & Payr, S. (1996). Learning as action: A social science approach to the evaluation of interactive media. In Carlson, P. & Makedom, F. (Eds.) Proceedings, World Conference in Educational Multimedia & Hypermedia. Boston: Association for the Advancement of Computing in Education.
- Belfer, K., Nesbit, J., & Leacock, T. (2002) Learning object review instrument (LORI). Version 1.4
- Peter R Albion, Heuristic evaluation of educational multimedia: from theory to practice HTML
- Dalgarno, B. (2004). A classification scheme for learner-computer interaction. In R.Atkonson, C.McBeath, D. Jones-Dwyer and R.Phillips (eds) Beyond the comfort zone, 21st annual conference of the Australasian Society for Computers in Learning in Tertiary Education, Perth, Australia. Available: PDF. (This paper describes environments, but is useful for deciding on which criteria you will select a tool)
- Geissinger H (1997) "Educational Software: Criteria for Evaluation". ASCILE '97 HTML.
- Reiser, R.A. & Kegelmann, H.W. (1994). Evaluating instructional software: A review and critique of current methods. Educational Technology, Research & Development 42(3), 63-69.
Content of this article has been taken from EduTechWiki (en) or EduTechWiki (fr) at the date indicated in the history. DKS was the main founder and main contributor of EduTechWiki. If you cite this page you also must cite and credit EduTechWiki, according to the CC BY-NC-SA license. View the pageinfo-toolboxlink for this article.