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The Realities of Evaluating Educational Technology in School Settings

Megan Venn-Wycherley Orcid Logo, Ahmed Kharrufa Orcid Logo, Susan Lechelt Orcid Logo, Rebecca Nicholson Orcid Logo, Kate Howland Orcid Logo, Abrar Almjally Orcid Logo, Anthony Trory Orcid Logo, Vidya Sarangapani Orcid Logo

ACM Transactions on Computer-Human Interaction, Volume: 31, Issue: 2, Pages: 1 - 33

Swansea University Author: Megan Venn-Wycherley Orcid Logo

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DOI (Published version): 10.1145/3635146

Abstract

HCI researchers are increasingly interested in the evaluation of educational technologies in context, yet acknowledge that challenges remain regarding the logistical, material and methodological constraints of this approach to research [18, 53].Through the analysis of the authors’ contributed themat...

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Published in: ACM Transactions on Computer-Human Interaction
ISSN: 1073-0516 1557-7325
Published: Association for Computing Machinery (ACM) 2024
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URI: https://cronfa.swan.ac.uk/Record/cronfa65934
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spelling v2 65934 2024-04-03 The Realities of Evaluating Educational Technology in School Settings 14fcf5cb2a9b90e413c56fab27136fb9 0000-0002-8668-2019 Megan Venn-Wycherley Megan Venn-Wycherley true false 2024-04-03 MACS HCI researchers are increasingly interested in the evaluation of educational technologies in context, yet acknowledge that challenges remain regarding the logistical, material and methodological constraints of this approach to research [18, 53].Through the analysis of the authors’ contributed thematic research vignettes, the following article exposes the practical realities of evaluating educational technologies in school settings. This includes insights into the planning stages of evaluation, the relationship between the researcher and the school environment, and the impact of the school context on the data collection process.We conclude by providing an orientation for the design of HCI educational technology research undertaken in school contexts, providing guidance such as considering the role of modular research design, clarifying goals and expectations with school partners, and reporting researcher positionality. Journal Article ACM Transactions on Computer-Human Interaction 31 2 1 33 Association for Computing Machinery (ACM) 1073-0516 1557-7325 Educational technology, classroom evaluation 30 4 2024 2024-04-30 10.1145/3635146 COLLEGE NANME Mathematics and Computer Science School COLLEGE CODE MACS Swansea University Another institution paid the OA fee This work was funded by the EPSRC, including the Centre for Digital Civics award number EP/L016176/1 and EPSRC and BBC iCASE scholarship award number 1623937, and Al Imam Mohammad Ibn Saud Islamic University (IMSIU). 2024-07-12T11:19:45.9930649 2024-04-03T09:37:49.7655754 Faculty of Science and Engineering School of Mathematics and Computer Science - Computer Science Megan Venn-Wycherley 0000-0002-8668-2019 1 Ahmed Kharrufa 0000-0002-3461-4161 2 Susan Lechelt 0000-0002-8644-5646 3 Rebecca Nicholson 0000-0002-3541-0048 4 Kate Howland 0000-0001-7394-4991 5 Abrar Almjally 0000-0002-5709-2140 6 Anthony Trory 0000-0001-5090-0136 7 Vidya Sarangapani 0000-0002-8041-0215 8
title The Realities of Evaluating Educational Technology in School Settings
spellingShingle The Realities of Evaluating Educational Technology in School Settings
Megan Venn-Wycherley
title_short The Realities of Evaluating Educational Technology in School Settings
title_full The Realities of Evaluating Educational Technology in School Settings
title_fullStr The Realities of Evaluating Educational Technology in School Settings
title_full_unstemmed The Realities of Evaluating Educational Technology in School Settings
title_sort The Realities of Evaluating Educational Technology in School Settings
author_id_str_mv 14fcf5cb2a9b90e413c56fab27136fb9
author_id_fullname_str_mv 14fcf5cb2a9b90e413c56fab27136fb9_***_Megan Venn-Wycherley
author Megan Venn-Wycherley
author2 Megan Venn-Wycherley
Ahmed Kharrufa
Susan Lechelt
Rebecca Nicholson
Kate Howland
Abrar Almjally
Anthony Trory
Vidya Sarangapani
format Journal article
container_title ACM Transactions on Computer-Human Interaction
container_volume 31
container_issue 2
container_start_page 1
publishDate 2024
institution Swansea University
issn 1073-0516
1557-7325
doi_str_mv 10.1145/3635146
publisher Association for Computing Machinery (ACM)
college_str Faculty of Science and Engineering
hierarchytype
hierarchy_top_id facultyofscienceandengineering
hierarchy_top_title Faculty of Science and Engineering
hierarchy_parent_id facultyofscienceandengineering
hierarchy_parent_title Faculty of Science and Engineering
department_str School of Mathematics and Computer Science - Computer Science{{{_:::_}}}Faculty of Science and Engineering{{{_:::_}}}School of Mathematics and Computer Science - Computer Science
document_store_str 0
active_str 0
description HCI researchers are increasingly interested in the evaluation of educational technologies in context, yet acknowledge that challenges remain regarding the logistical, material and methodological constraints of this approach to research [18, 53].Through the analysis of the authors’ contributed thematic research vignettes, the following article exposes the practical realities of evaluating educational technologies in school settings. This includes insights into the planning stages of evaluation, the relationship between the researcher and the school environment, and the impact of the school context on the data collection process.We conclude by providing an orientation for the design of HCI educational technology research undertaken in school contexts, providing guidance such as considering the role of modular research design, clarifying goals and expectations with school partners, and reporting researcher positionality.
published_date 2024-04-30T11:19:45Z
_version_ 1804368175149613056
score 11.035634

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