The realities of evaluating educational technology in school settings-Reference-Cited by-同舟云学术

The realities of evaluating educational technology in school settings

Published:2023-12 Issue: Volume: Page:
ISSN:1073-0516
Container-title:ACM Transactions on Computer-Human Interaction
language:en
Short-container-title:ACM Trans. Comput.-Hum. Interact.

Author:

Venn-Wycherley Megan¹,Kharrufa Ahmed¹,Lechelt Susan²,Nicholson Rebecca³,Howland Kate⁴,Almjally Abrar⁵,Trory Anthony⁴,Sarangapani Vidya¹

Affiliation:

1. Open Lab, Newcastle University, UK

2. University of Edinburgh, UK

3. Digital Learning Lab, Northumbria University, UK

4. University of Sussex, UK

5. Al Imam Mohammad Ibn Saud Islamic University/University of Sussex, Saudi Arabia/UK

Abstract

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 paper 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.

Publisher

Association for Computing Machinery (ACM)

Subject

Human-Computer Interaction

Link

https://dl.acm.org/doi/pdf/10.1145/3635146

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