Development of the TUP model - evaluating educational software

Abstract

Usability evaluation is a crucial step in the iterative software development life-cycle, leading into successful usage of systems. However, most of the usability evaluation methods and tools do not consider all aspects of educational environments. These lacks materialize as unusable results that lead to failures in educational software. Often these results are not comparable and credible, or easily accessible to educators selecting the proper systems for use in their settings. The Technology, Usability, Pedagogy (TUP) evaluation model equally concentrates on the technological, usability, and instructional aspects of educational environments, leading to complete evaluations. In this paper we present the TUP model with the use scenario included and our current WWW prototype of evaluation system based upon it.

Practices in Old Age ICT Education

“…In evaluation of e-learning environments and software, a TUP model has been used (Bednarik et al, 2004). Whereas Chaffin and Harlow model constitute a model for advancing levels of learning (with user with his/her motivation, experience, values, etc., in core), and thus a part model of the TUP, the TUP model helps us to relate educational issues into the context of real world (where all activities take place).…”

“…To show some successful examples of continuing education among elderly, Section 17.3 describes different contexts and ways of guiding elderly people into the use of computers and Internet; the section will show (1) experiences gained from the Digital Cottage and Seniors' Club (computer clubs for the elderly): background, activities, participatory design of the content; (2) computer courses; and (3) home teaching experiment. Section 17.4 summarizes the issues and discusses them in case of two models: Chaffin and Harlow (2005) model for cognitive learning and Technology, Usability & Pedagogy (TUP) model (Bednarik, Gerdt, Miraftabi, & Tukiainen, 2004).…”

“…Second, we show experiences from courses and home teaching for elderly. Finally, we discuss these forms of learning in two models: Chaffin-Harlow model of cognitive learning (Chaffin & Harlow, 2005, Educational Gerontology) and TUP-model for the contextual factors (Bednarik, Gerdt, Miraftabi, & Tukiainen, 2004, Proceedings of the ICALT 2004, that is to say from the learner's vantage point and that of the real-world context where learning takes place. The results show that the learning program for the elderly is strongly facilitated by peer support which is experienced during informal club-based activities, as well as having a jointly planned content which is tailored to their needs, motivation, and ability.…”

Selecting software tools for IS/IT curricula

“…While checklists are commonly used in selecting educational software, several studies note serious problems with the checklist approach, including a focus on technical rather than educational issues, unknown validity of criteria, shortcomings for assessing quality and instructional efficacy, lack of tailored criteria, and a reliability on past usability evaluations that makes them inadequate for evaluating new and innovative user interfaces (Bednarik et al 2004;Hosie et al 2005;McDougall and Squires 1995;Squires and McDougall 1994;Squires and Preece 1996;Squires and Preece 1999;Tergan 1998).…”

“…Susser (2001) examines the main objections to the use of checklists one by one, explaining either that the criticism is unjustified or that it applies equally to any form of courseware evaluation. The usage of checklists brings an ease of performing, collecting, processing, and maintaining evaluations (Bednarik et al 2004). In most cases generic checklists are adequate enough, since creating domain specific checklists is a time-consuming and expensive task that is often left undone (Gerdt et al 2002).…”