The Realities of Evaluating Educational Technology in School Settings

被引：2

作者：

Venn-Wycherley, Megan ^{[1
]}

Kharrufa, Ahmed ^{[1
]}

Lechelt, Susan ^{[2
]}

Nicholson, Rebecca ^{[3
]}

Howland, Kate ^{[4
]}

Almjally, Abrar ^{[4
,5
]}

Trory, Anthony ^{[4
]}

Sarangapani, Vidya ^{[1
]}

机构：

[1] Newcastle Univ, Open Lab, Newcastle Upon Tyne, England

[2] Univ Edinburgh, Edinburgh, Scotland

[3] Northumbria Univ, Digital Learning Lab, Newcastle Upon Tyne, England

[4] Univ Sussex, Brighton, E Sussex, England

[5] Al Imam Mohammad Ibn Saud Islamic Univ, Riyadh, Saudi Arabia

来源：

ACM TRANSACTIONS ON COMPUTER-HUMAN INTERACTION | 2024年 / 31卷 / 02期

基金：

英国工程与自然科学研究理事会;

关键词：

Educational technology; classroom evaluation; RESEARCH-AND-DEVELOPMENT; STUDENT ENGAGEMENT; TEACHERS; IMPLEMENTATION; CHALLENGES; RESEARCHER; BARRIERS; WORK;

D O I：

10.1145/3635146

中图分类号：

TP3 [计算技术、计算机技术];

学科分类号：

0812 ;

摘要：

HCI researchers are increasingly interested in the evaluation of educational technologies in context, yet acknowledge that challenges remain regarding the logistical, material and methodological constraints of this approach to research [18, 53]. Through the analysis of the authors' contributed thematic research vignettes, the following article exposes the practical realities of evaluating educational technologies in school settings. This includes insights into the planning stages of evaluation, the relationship between the researcher and the school environment, and the impact of the school context on the data collection process. We conclude by providing an orientation for the design of HCI educational technology research undertaken in school contexts, providing guidance such as considering the role of modular research design, clarifying goals and expectations with school partners, and reporting researcher positionality.

引用

页数：33

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