Experiences in Usability Evaluation of Educational Programming Tools

Velázquez‐Iturbide, J. Ángel; Pérez-Carrasco, Antonio; Debdi, Ouafae

doi:10.4018/978-1-4666-7363-2.ch025

Cited by 7 publications

(4 citation statements)

References 7 publications

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“…To evaluate the system, the existing educational programming tool usability evaluation [18] was modified to the level of elementary school students. It consisted of 6 multiple-choice questions using a Likert scale (0-5 points).…”

Section: Experiments and Resultsmentioning

confidence: 99%

Tangible Programming Learning System (TPLS) for Programming Class with Visually Impaired and Sighted Students

Kim¹,

Lee²,

Chun³

et al. 2023

IJIET

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In the inclusive classroom, the visually impaired and sighted student participate together in programming classes. However, familiar tools for the sighted students are difficult for the visually impaired students, and tools available to the visually impaired students are unfamiliar to the sighted students. These differences in tools make it difficult for these students to communicate and collaborate. To solve this problem, we developed a tangible programming system (TLPS). The system has an intuitive interface which can be used by both the visually impaired and the sighted people. To validate this system, 16 elementary school students participated in a usability evaluation and gave a positive evaluation of the system. In addition, the evaluation showed improvement in the participating students’ disability awareness of the visually impaired and in programming.

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Section: Experiments and Resultsmentioning

confidence: 99%

Tangible Programming Learning System (TPLS) for Programming Class with Visually Impaired and Sighted Students

Kim¹,

Lee²,

Chun³

et al. 2023

IJIET

View full text Add to dashboard Cite

show abstract

“…Thus, usability must also be taken into account [38]. Poor usability limits the potential benefit of educational resources since students could experience, at the same time, difficulties with the technological interface, along with the challenges of learning the contents presented [14] But even though usability plays an important role [55], with exceptions [53], this aspect has not always been considered despite playing a crucial role in the effectiveness of educational technologies.…”

Section: Introductionmentioning

confidence: 99%

Augmented reality and education in electronics: Relationship between usability, academic performance, and emotions experienced in learning

Álvarez‐Marín,

Paredes‐Velasco,

Velázquez‐Iturbide

et al. 2023

Comp Applic In Engineering

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Students often find difficult to understand the concepts and working details of electricity because its mechanisms of operation are invisible. The visualization of electricity through an augmented reality (AR) app could assist students in understanding these concepts more intuitively and in improving their academic achievement. Due to the lack of studies on AR apps for electricity education, this study aimed to investigate the effects of an interactive AR app designed for teaching electrical circuits on students. The study investigates its impact on students' academic performance, explores its influence on their emotions, and examines the relationship between the perceived usability of the app and the student's learning outcomes and emotional experiences. The study was conducted in an electromagnetism laboratory with the participation of 28 engineering students. The findings revealed that the students who used the augmented reality application presented a better academic performance than those who participated in the traditional laboratory. Except for the students in the experimental group feeling less shame, there were no discernible variations between the students' feelings in the two groups. Anxiety increases in both groups. The AR application proved to have usability rated as good, but it was not evident that it correlated with academic performance, or the emotions students experienced. Only one relationship was determined between the perceived consistency of the system and hopelessness.

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“…For instance, this is a common result reported by researchers in the program and algorithm visualization fields, though the evidence supported is anecdotic (e.g., [29,30]). We have also experienced this tendency during the use and evaluation of other educational systems [17].…”

Section: Improvements In Motivationmentioning

confidence: 99%

“…We evaluated the usability of the system, thus its functionality and its networked performance had been enhanced for the present evaluation. This procedure has proved useful in previous experiences with learning tools [17]. More details about a preliminary version of the system and the usability evaluation can be found elsewhere [18].…”

Section: Protocol and Tasksmentioning

confidence: 99%

GreedExCol, A CSCL tool for experimenting with greedy algorithms

Debdi

Velasco

Velázquez‐Iturbide

2015

Comp Applic In Engineering

Self Cite

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Costs and benefits are recurrent issues that concern all the computing areas, including computer and software engineering. Mastery of optimization algorithms is essential in these fields, but their didactics hardly has received any attention. To fill this gap, the interactive system GreedEx was designed to support the active learning of greedy algorithms by means of experimentation. In this article we describe GreedExCol, a collaborative extension of GreedEx that complements its experimental phase with a discussion phase held by the students in each team. The contributions of the article are threefold. Firstly, we present GreedExCol, a CSCL system aimed at supporting collaborative discussion on experimental results of optimality for greedy algorithms. Secondly, GreedExCol was evaluated with respect to educational effectiveness, obtaining statistically significant improvements of the collaborative, experimental approach over an individual, experimental approach without the support of GreedExCol. Thirdly, GreedExCol was evaluated in the same two groups with respect to motivation, obtaining a statistically significant increase of implicit motivation for students in the experimental group. Overall, we present a medium-term effort for developing an innovative learning system and a comprehensive evaluation of its impact over the students. ß 2015 Wiley Periodicals, Inc. Comput Appl Eng Educ 23:790-804, 2015; View this article online at wileyonlinelibrary.com/journal/cae;

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Experiences in Usability Evaluation of Educational Programming Tools

Cited by 7 publications

References 7 publications

Tangible Programming Learning System (TPLS) for Programming Class with Visually Impaired and Sighted Students

Tangible Programming Learning System (TPLS) for Programming Class with Visually Impaired and Sighted Students

Augmented reality and education in electronics: Relationship between usability, academic performance, and emotions experienced in learning

GreedExCol, A CSCL tool for experimenting with greedy algorithms

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