A Survey on the Usage of Online Labs in Science Education: Challenges and Implications

被引：0

作者：

Heintz, Matthias ^{[1
]}

Law, Effie Lai-Chong ^{[1
]}

Manoli, Constantinos ^{[2
]}

Zacharia, Zacharias ^{[2
]}

van Riesen, Siswa A. N. ^{[3
]}

机构：

[1] Univ Leicester, Dept Comp Sci, Leicester, Leics, England

[2] Univ Cyprus, Res Sci & Technol Educ Grp, Nicosia, Cyprus

[3] Univ Twente, Fac Behav Management & Social Sci, Enschede, Netherlands

来源：

PROCEEDINGS OF 2015 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON) | 2015年

关键词：

survey; online labs; science education; usability; user experience;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

To provide teachers and students with more usable, desirable and useful online labs, the foremost step is to understand their existing usage patterns and experiences with such labs. This step was implemented with two online surveys, one targeting teachers and the other students. Altogether 915 respondents from 23 European countries were involved. Results indicate that the prevalence of online labs adoption was generally low and that the users had positive experiences despite some challenges such as difficult access (domain-specific labs) and language barrier (English user interface). Among others, a significant implication is to create a repository (portal) where resources can be used and shared with ease and enjoyability.

引用

页码：827 / 835

页数：9

共 6 条

[1] [Anonymous], 1993, Usability Engineering
[2] USER ACCEPTANCE OF INFORMATION TECHNOLOGY - SYSTEM CHARACTERISTICS, USER PERCEPTIONS AND BEHAVIORAL IMPACTS
DAVIS, FD
[J]. INTERNATIONAL JOURNAL OF MAN-MACHINE STUDIES, 1993, 38 (03): : 475 - 487
[3] De Jong T., 2014, Smart Learning Environments, V1, P3, DOI DOI 10.1186/S40561-014-0003-6
[4] Garrett J. J., 2010, The elements of user experience: user-centered design for the web and beyond
[5] Pester Andreas, 2013, 2013 International Conference on Interactive Collaborative Learning (ICL), P856, DOI 10.1109/ICL.2013.6644720
[6] Underwood J., 2009, UNDERSTANDING IMPACT

← 1 →