Educational apps and learning: Current evidence on design and evaluation

Outhwaite, Laura A.; Herwegen, Jo Van

doi:10.1111/bjet.13360

Brit J Educational Tech

2023

DOI: 10.1111/bjet.13360

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Educational apps and learning: Current evidence on design and evaluation

Laura A. Outhwaite¹,

Jo Van Herwegen

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2024

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Formative Evaluation of an Interactive Personalised Learning Technology to Inform Equitable Access and Inclusive Education for Children with Special Educational Needs and Disabilities

Layachi,

Pitchford

2024

Tech Know Learn

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In accordance with the 2030 Sustainable Development Goal for Education, to promote equitable access and inclusive education for all, it is critical to explore if educational technologies can be used effectively by children with Special Educational Needs and Disabilities (SEND). It has been argued that educational technologies need to be tailored to the individual needs of children with SEND, otherwise they can create new layers of exclusion at school. The aim of this study was to examine the suitability of an interactive, personalised, educational technology, designed to support the learning of foundational skills, that is being introduced in several countries worldwide, for use by children with SEND. A participatory formative evaluation was conducted with ten academic experts in SEND. Each expert interacted with the technology individually, then gave written feedback through a semi-structured review form, before engaging with the other experts in an online group discussion. Qualitative data were analysed by reflexive thematic analysis. Six themes emerged pertaining to the strengths of the educational technology and areas of weakness where improvements are needed to support children with vision impairment, hearing, and functional difficulties through recommended hardware, and software updates, and by considering how the technology could be used to boost children’s motivation, and the role of the teacher in supporting children with SEND to use the technology effectively. Implications for instructional design decisions, based on research evidence, are considered for promoting equitable access and inclusive education for children with SEND through technology-supported personalised learning platforms.

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Formative Evaluation of an Interactive Personalised Learning Technology to Inform Equitable Access and Inclusive Education for Children with Special Educational Needs and Disabilities

Layachi,

Pitchford

2024

Tech Know Learn

View full text Add to dashboard Cite

show abstract

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Educational apps and learning: Current evidence on design and evaluation

Cited by 1 publication

References 14 publications

Formative Evaluation of an Interactive Personalised Learning Technology to Inform Equitable Access and Inclusive Education for Children with Special Educational Needs and Disabilities

Formative Evaluation of an Interactive Personalised Learning Technology to Inform Equitable Access and Inclusive Education for Children with Special Educational Needs and Disabilities

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