Novice and expert collaboration in educational software development: Evaluating application effectiveness

Document Type

Article

Publication Date

7-4-2008

Abstract

In an attempt to hone the role of learners as designers, this study investigates the effectiveness of an instructional software application resulting from a design process founded on the tenets of participatory design, informant design, and contextual inquiry, as well as a set of established design heuristics. Collaboration occurred among learning systems researchers, educational technology consultants, college students studying software engineering and multimedia design, and primary school students to create a game-like software application for developing mapping skills in young urban students. A two-group pretest/ posttest quasi-experimental design was conducted between two groups to measure the effectiveness of the application versus traditional classroom instruction. Descriptive, empirical results indicate that students using the software application afforded a marginal net benefit from pre- to posttest and, when tested on concepts covered by areas of the software that are conducive to fantasy, the experimental group experienced a greater benefit relative to students in a classroom setting. Results show a significant difference in four instances of the instructional software application. Generally, the collaborative, participatory design process caused a positive change in the academic climate for all stakeholders.

Identifier

46049096351 (Scopus)

Publication Title

Journal of Interactive Learning Research

ISSN

1093023X

First Page

271

Last Page

292

Issue

2

Volume

19

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