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Evaluation

Evaluation. COMP362—Computer-Based Learning I Charalambos Vrasidas http://vrasidas.intercol.edu/comp362 vrasidas.c@intercollege.ac.cy. Develop Evaluation. Goal Development. Implementation. Target Population. Strategies Interactivity. Summative Evaluation. Needs Assessment. Design:

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Evaluation

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  1. Evaluation COMP362—Computer-Based Learning I Charalambos Vrasidas http://vrasidas.intercol.edu/comp362 vrasidas.c@intercollege.ac.cy

  2. Develop Evaluation Goal Development Implementation Target Population Strategies Interactivity Summative Evaluation Needs Assessment • Design: • Interface Design • Flowchart • Storyboard Limitations Content Analysis Collect Material Task Analysis Objectives Develop Prototype Usability Testing Formative Evaluation--Revisions Systems Approach to ID Phase I- Analysis Phase II - Design Phase III - Evaluation

  3. Think!!! • What is evaluation? • Why is it important?

  4. What is evaluation? • Evaluation is defined as the systematic investigation of the worth or merit of an object or program. • It is essential that systematic procedures are used to evaluate the conceptualization, design, implementation, impact, and utility of projects. • Only then, can evaluations gather valid and reliable evidence to document a project’s impact, merits, and challenges.

  5. Kinds of evaluation • Formative Evaluation—provide information on how to improve the program • Summative evaluation—determine whether to continue the program or eliminate it.

  6. Steps to follow • Identify audience • Establish evaluation goals • Determine data collection procedures • Collect data • Analyze data • Present findings and determine action

  7. Usability • Usability is the attribute of the website that allows the user to complete tasks with effectiveness, efficiency, and satisfaction. • In traditional software design, customers pay first and experience usability later. That is, they first buy the software they need and then use it and experience the product’s usability. • On the Web, users experience usability first and pay later • After one minute … they are gone!

  8. Norman (1995): Things that makes us Smart Environments and products that are conducive to optimal experience should: • ·Provide high interactivity. • ·Provide feedback to the user. • ·Have specific goals. • ·Have established procedures. • ·Motivate the user. • ·Provide a continuous challenge to users • ·Provide a sense of direct engagement with the task. • ·Provide tools that fit the user and task. • ·Avoid distractions that interfere with the user’s experience

  9. What to consider? When choosing the right method for evaluating a website/CD one should consider: • The nature of the tasks users are asked to perform, • The number of users available for participation in the evaluation, • The budget available for completing the evaluation, • The timeline and deadlines for the project, • The experience, knowledge, and skills possessed by the usability personnel assigned to conduct the evaluation.

  10. Reeves—Evaluating CBL • Pedagogical philosophy; Objectivist—constructivist • Goal orientation: Sharply focused—Unfocused • Teacher role: Didactic—Facilitative • Program flexibility and learner control • Value of errors: Errorless learning—Learning from experience • Motivation: Intrinsic—Extrinsic • Accommodation of individual differences • Cooperative learning • Cultural sensitivity • http://www.educationau.edu.au/archives/cp/reeves.htm

  11. Major usability attributes According to Nielsen (1993), the five major usability attributes are: • Learnability: The degree to which the system is easy to learn. • Efficiency: The degree to which the system can be used efficiently to increase productivity. • Memorability: The degree to which you can learn the system, remember its functions, and can use it with no or little difficulty. • Errors: The degree to which it has a low rate of errors and build in undo and confirmation commands for risky tasks. • Satisfaction: The degree to which the system is subjectively pleasing to the user.

  12. Typical usability measurements • Time needed to complete a task. • Number of user errors. • Number of tasks completed within a timeframe. • Ratio between successful interactions and errors completed by the user. • Number of features never used during a session. • Frequency of using help material. • Number of positive comments the user provides about the system. • The amount of time during which the user is not interacting with the system (dead time). • Number of features the user can recall during debriefing

  13. Heuristic Evaluation • Simple and Natural Dialogue • Speak the Users’ Language • Minimize the Users’ Memory Load • Consistency • Feedback • Clearly Marked Exits • Shortcuts (accelerators) • Good Error Messages • Prevent Errors • Help and Documentation

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