An Empirical Evaluation of Technical and Pedagogical Usability Criteria for Web-Based Learning Resources with Middle School Students

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Hadjerrouit, S. (2010). An Empirical Evaluation of Technical and Pedagogical Usability Criteria for Web-Based Learning Resources with Middle School Students. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 2231-2238). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/33695.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2010
San Diego, CA, USA
March 29, 2010
ISBN 1-880094-78-9
  David Gibson & Bernie Dodge
AACE

More Information on SITE
Table of Contents

Author

Said Hadjerrouit, University of Agder; Faculty of Technology & Sciences, Department of Mathematics and Sciences, Norway

Abstract

Technical usability as defined by Nielsen (2000) is an important, but not sufficient, criterion for Web-based learning resources (WBLRs). WBLRs must be pedagogically usable in order to promote the students’ learning. The goal of technical usability is to minimize the cognitive load, resulting from the interaction with the WBLR in order to free more resources for the learning process itself. The concept of pedagogical usability is related to the learning utility of WBLRs. This paper proposes a framework for conceptualizing technical and pedagogical usability issues of WBLRs. The article draws on research in learning theory, pedagogical strategies, usability constructs, and Web technologies. The work also reports on students’ perceptions of WBLRs by means of survey questionnaires.

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