Development of an E-learning Resource on Mobile Devices for Kinesiology: A Pilot Study

Kojima, Satoru; Mitani, Masanobu; Ishikawa, Akira

doi:10.1589/jpts.23.667

Cited by 5 publications

(1 citation statement)

References 11 publications

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“…Table 3 provides an overview of the usability attributes identified in the included studies. Reports (references) Distribution, n (%) Usability attribute [24][25][26][27][28][31][32][33][34][35][36][37][39][40][41][42][44][45][46][47][48]50,52,[54][55][56][57]59,60,[62][63][64][65][66][69][70][71][72][73][74][75][76][77][78][79][80][81]83,84,[86]…”

Section: Usability Attributesmentioning

confidence: 99%

Usability Methods and Attributes Reported in Usability Studies of Mobile Apps for Health Care Education: Scoping Review (Preprint)

Johnson¹,

Potrebny²,

Larun³

et al. 2022

Preprint

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BACKGROUND Mobile devices can provide extendable learning environments in higher education and motivate students to engage in adaptive and collaborative learning. Developers must design mobile applications that are practical, effective and easy-to-use, and usability testing is essential for understanding how mobile applications meet users’ needs. No previous reviews have investigated the usability of mobile applications developed for healthcare education. OBJECTIVE The aim of this scoping review was to identify usability methods and attributes in usability studies of mobile applications for healthcare education. METHODS A comprehensive search was carried out in ten databases, reference lists and grey literature. Studies were included if they dealt with healthcare students and the usability of mobile applications for learning. The data extraction sheet for included studies was completed by one author and checked by another author. Frequencies and percentages were used to present the nominal data, together with tables and graphical illustrations. Examples of these include a figure of the study selection process, an illustration of the frequency of inquiry usability evaluation and data collection methods, and an overview of the distribution of identified usability attributes. We followed Arksey and O’Malley’s framework for scoping reviews. RESULTS Our scoping review collates 88 articles involving 98 studies, mainly related to medical and nursing students. The studies are from 22 countries and were published between 2008 and 2021. Field testing was the main usability experiment used, and the usability evaluation methods were either inquiry-based or user-testing methods. Inquiry methods were predominantly used: one-group design (n=46), control-group design (n=12), randomised control trials (n=12), mixed methods (n=12) and qualitative methods (n=11). User testing methods applied were all think aloud (n=5). Seventeen usability attributes were identified: satisfaction, usefulness, ease of use, learning performance and learnability were reported most frequently. The data collection method used most frequently was questionnaires (n=83), but only 19 studies used a psychometrically tested usability questionnaire. Other data collection methods include focus group interviews, knowledge and task performance testing and user data collected from applications, interviews, written qualitative reflections and observations. Most of the included studies used more than one data collection method. CONCLUSIONS Field testing and experimental designs were the most commonly used methods for evaluating usability, including questionnaires as data collection methods. We recommend combining different usability evaluation methods to incorporate both subjective and objective usability measures. In future studies, it would be advantageous to use psychometrically tested usability questionnaires. In addition, developers of mobile applications should decide on the relevant usability attributes before conducting a usability study. Developing a reporting guideline would be beneficial and support future usability studies, and this scoping review can guide the planning and conduct of future usability studies in healthcare education. INTERNATIONAL REGISTERED REPORT RR2-10.2196/19072

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Section: Usability Attributesmentioning

confidence: 99%

Usability Methods and Attributes Reported in Usability Studies of Mobile Apps for Health Care Education: Scoping Review (Preprint)

Johnson¹,

Potrebny²,

Larun³

et al. 2022

Preprint

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Perceptions of Learning and Engagement with Mobile Technology in a University Setting

Petranek

Gallegos

2023

College Teaching

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The Effect of a Cardiovascular and Pulmonary Mobile Application on Student Learning of Assessment Skills: A Pilot Study

Bartlett

Smith

2020

Cardiopulm Phys Ther J

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Purpose/Hypothesis: Advances in technology have recently resulted in the development of mobile learning applications (apps) for college students. Despite a recent influx of mobile apps, there is a lack of empirical data about the effectiveness of these apps on learning in the area of cardiovascular and pulmonary physical therapy (PT). The purpose of this study was to evaluate the effect of a researcher-generated cardiopulmonary mobile application on student skills in assessing blood pressure (BP), heart rate (HR), and pedal pulses. Number of Subjects: Twenty first-year PT graduate students were recruited for the study. Participants’ names were randomly chosen out of an envelope to assign them into 1 of 3 groups: demonstration (N = 7), mobile app (N = 7), or demonstration/mobile app (N = 6). Materials/Methods: After providing informed consent, each group participated in their randomized intervention. The demonstration group received demonstrations of each skill from a scripted therapist, followed by laboratory practice; the mobile app group received a 5-minute tutorial of how to use the app, followed by laboratory practice; the demonstration/mobile app group received both demonstration and the mobile app tutorial, followed by laboratory practice. Independent of group type, all participants were allotted 45 minutes in the laboratory to practice performing and interpreting BP, HR, and pedal pulses, after demonstration, demonstration/mobile app, or mobile app instruction. After the laboratory practice, participants were individually tested on the skills learned during the laboratory by a short competency examination administered by 3 licensed physical therapists. These physical therapists were blinded to each group's identity. Results: Total competency was highest among the demonstration/mobile app group as compared with the other 2 groups. The total competency examination score was statistically significant for different teaching methods with the use of demonstration and the mobile application being more effective than only using the mobile application P = .032. No significant difference was noted between the mobile app group and the group using demonstration only, P = .24. No other group differences were noted. Conclusion: Findings of this study suggest PT students demonstrate improved total competency examination scores (total score of BP, HR, and pedal pulses) when provided a mobile application combined with traditional demonstration. Clinical Relevance: There is currently a paucity of literature in PT education pertaining to mobile learning. The results of the current study support the use of a mobile app in addition to traditional learning methods. Future research should include a multisite design and validation of a clinical competency instrument.

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Development of an E-learning Resource on Mobile Devices for Kinesiology: A Pilot Study

Cited by 5 publications

References 11 publications

Usability Methods and Attributes Reported in Usability Studies of Mobile Apps for Health Care Education: Scoping Review (Preprint)

Usability Methods and Attributes Reported in Usability Studies of Mobile Apps for Health Care Education: Scoping Review (Preprint)

Perceptions of Learning and Engagement with Mobile Technology in a University Setting

The Effect of a Cardiovascular and Pulmonary Mobile Application on Student Learning of Assessment Skills: A Pilot Study

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