Learning from Formative Evaluation in Use: a Case Study of a Mobile Application for Language Learners
User centred design attempts to make as much reference as possible to the eventual end-users of a new piece of software. In the context of technology enhanced learning applications, learner-centred design is the relevant goal, and a plethora of methods and techniques have been used in order to probe learners behaviours and attitudes. about proposed new functionality. However, the usability, acceptability and usefulness of some aspects of functionality are extremely difficult to gauge without extensive use of a working prototype. This paper describes the formative evaluation programme for a mobile knowledge sharing app and describes three perspectives on learners that were identified from evaluation in use, but that would not be visible in short term and/or lab-based evaluation.
Mobile language learning learner centred design formative evaluation
Lyn Pemberton Marcus Winter Sobah Abbas Peterson
University of Brighton Lewes Rd, Brighton BN2 4GJ, UK NTNU, Sem Sadandsvei 7-9 NO-7491 Trondheim, Norway
国际会议
10th World Conference on Mobile and Contextual Learning(第十届移动学习国际会议)
北京
英文
378-382
2011-10-18（万方平台首次上网日期，不代表论文的发表时间）