A mobile application for working on university service learning: usability, adequacy and perceptions of usefulness
DOI:
https://doi.org/10.21556/edutec.2021.78.2231Keywords:
mobile application, validation, pedagogical usability, service-learning, pre-service teachersAbstract
In the current context, we not only need to train digitally competent students, but to develop civic and citizenship skills. One methodology for this is Service Learning (SL),. Mobile devices can enable the design of SL activities that take advantage of digital capabilities. However, experiences are still scarce.
In the present research, a mobile application for SL is presented, with which students and teachers are in constant interaction, where feedback is constant and learning is reciprocal. In this article, and based on a DBR methodology, we evaluated technological usability, pedagogical usability and satisfaction. For this purpose, 3 teachers and 11 students of the Education degrees, used and evaluated the application using the usability test and conducting several interviews.
According to the results obtained, the application works correctly and meets the four levels of usability. However, both students and teachers detected elements for improvement, especially in design. The application presented allows further progress towards eSL, taking advantage of the possibilities of hybrid technologies and scenarios.
Funding
This work has been carried out by financing the following projects: "UJI-A2019-01 Formació de professorat amb aprenentatge-servei a l'era digital: impacte social i evolució tecnològica" and "GVA/2019/100 Disseny i desenvolupament d'una App mòbil per a la millora del aprennentage-servei en la formació inicial docente."
Downloads
References
Boone, H.N., & Boone D. A. (2012). Analyzing Likert data. Journal of Extension, 50(2), 1-5. https://archives.joe.org/joe/2012april/pdf/JOE_v50_2tt2.pdf
Calvo-Bernardino, A., & Mingorance-Arnáiz, A. C. (2009). La estrategia de las universidades frente al Espacio Europeo de Educación Superior. Revista Complutense de Educación, 20(2), 319-342. http://hdl.handle.net/10637/6921
Camacho, M., & Esteve, F. (2018). El uso de las tabletas y su impacto en el aprendizaje. Una investigación nacional en centros de Educación Primaria. Revista de Educación, 379, 170-191. https://doi.org/10.4438/1988-592X-RE-2017-379-366
Carrington, S., & Saggers, B. (2008). Service-learning informing the development of an inclusive ethical framework for beginning teachers. Teaching and Teacher Education, 24(3), 795-806. https://doi.org/10.1016/j.tate.2007.09.006
Chambers, D. J., & Lavery, S. (2012). Service-learning: a valuable component of pre-service teacher education. Australian Journal of Teacher Education, 37(4), 128-137.
Chiva-Bartoll, Ó., & Gil-Gómez, J. (2018). Aprendizaje-servicio universitario: Modelos de intervención e investigación en la formación inicial docente. Ediciones Octaedro.
Chou, C.C., Block, L., & Jesness, R. (2012). A case study of mobile learning pilot project in K-12 schools. Journal of Educational Technology Development and Exchange, 5(2), 11-26.
Ciampa, K. (2014). Learning in a mobile age: an investigation of student motivation. Journal of Computer Assisted Learning, 30(1), 82-96. https://doi.org/10.1111/jcal.12036
Conner, J. O. (2010). Learning to unlearn: How a service-learning project can help teacher candidates to reframe urban students. Teaching and Teacher Education, 26(5), 1170-1177. https://doi.org/10.1016/j.tate.2010.02.001
Dailey-Hebert, A., Donelli-Salee, E., & Dipadova-Stocks L., N. (2008). Service E-Learning: Educating for Citizenship. Information Age Publishing.
Dede, C., Nelson, B., Ketelhut, D. J., Clarke, J., & Bowman, C. (2004). Design¬based research strategies for studying situated learning in a multi¬user virtual environment. In Proceedings of the 6th international conference on learning sciences (pp. 158-¬165).
de Vries, M. J. (2016). Teaching about technology: an introduction to the philosophy of technology for non-philosophers. Springer.
Durall, E., Gros, B., Maina, M. F., Johnson, L., & Adams, S. (2012). Perspectives tecnològiques: educació superior a Iberoamèrica 2012-2017. The New Media Consortium. http://hdl.handle.net/10609/17361
Eshed E. (2014). On Designing Mobile Education Apps. Citizentekk.
Esteve, F., Castañeda, L., & Adell, J. (2018). Un modelo holístico de competencia docente para el mundo digital. Revista Interuniversitaria de Formación del Profesorado, 32(1). http://aufop.com/aufop/revistas/indice/impresa/206
European Commission. (2018). Council Recommendation of 22 May 2018 on key competences for lifelong learning (Text with EEA relevance) (2018/C 189/01). Official Journal of the European Union. https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32018H0604(01)&from=EN
Ferrari, A. (2012). Digital competence in practice: An analysis of frameworks. European Commission, Joint Research Centre (JRC). doi:10.2791/82116
Galvan, C., & Parker, M. (2011). Investigating the reciprocal nature of service-learning in physical education teacher education. Journal of Experiential Education, 34(1), 55-70. https://doi.org/10.1177/105382591103400105
García, R., Gozálvez, V., Vázquez, V., & Escámez, J. (2010). Repensando la Educación: cuestiones y debates para el siglo XXI. Brief Ediciones.
Gikas, J., & Grant, M. M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media. The Internet and Higher Education, 19, 18-26. https://doi.org/10.1016/j.iheduc.2013.06.002
Gil-Flores, J. (1993). La posición del profesorado ante el cambio educativo. Un escalamiento multidimensional no métrico de los discursos sobre la Reforma. Revista Investigación educativa, 21, 67-82.
González, J., Espuny, C. y Gisbert, M. (2010). La evaluación cero de la competencia nuclear digital en los nuevos grados del EEES. @tic. Revista d'Innovació Educativa, 4, 13–20.
Himelein, M., Passman, L., & Phillips, J. M. (2010). College teaching and community outreaching: Service learning in an obesity prevention program. American Journal of Health Education, 41(6), 368-378. https://doi.org/10.1080/19325037.2010.10599166
Keinonen, T. (1998). One-dimensional usability – Influence of usability on consumers' product preference. Gummerus.
Kennedy, G., Dalgarno, B., Gray, K., Judd, T., Waycott, J., Bennett, S. J., Maton, K., Krause, K., Bichop, A., Chand, R. & Churchwood, A. (2007). The net generation are not big users of Web 2.0 technologies: Preliminary findings. Proceedings ascilite Singapore, 517-525. https://ro.uow.edu.au/edupapers/920
Krumsvik, R. (2009). Situated learning in the network society and the digitised school. European Journal of Teacher Education, 32(2), 167¬-185.
Kunjachan, M.A.C (2011). Evaluation of Usability on Mobile User Interface. University of Washington, Bothell.
Hall, R., Atkins, L., & Fraser, J. (2014). Defining a self¬evaluation digital literacy framework for secondary educators: The digilit lecister project. Research in Learning Technology, 22. DOI: http://dx.doi.org/10.3402/rlt.v22.21440
Mac Callum, K., Jeffrey, L., & Kinshuk. (2014). Factors impacting teachers' adoption of mobile learning. Journal of Information Technology Education: Research, 13, 141-162. https://bit.ly/3cSo0B1
Maravé-Vivas, M., Gil-Gómez, J., & Trilles, M. (2019). Aprendizaje-Servicio en la Didáctica de la Expresión Corporal: efectos sobre la empatía del alumnado universitario. Publicaciones, 49(4), 111–125. http://dx.doi.org/10.30827/publicaciones.v49i4.11731
Miller, K., & Gonzalez, A. M. (2010). Domestic and international service-learning experiences: A comparative study of pre-service teacher outcomes. Issues in educational research, 20(1), 29-38.
Mylläri, J., Kynäslahti, H., Vesterinen, O., Vahtivuori-Hänninen, S., Lipponen, L., & Tella, S. (2011). Students' pedagogical thinking and the use of ICTs in teaching. Scandinavian Journal of Educational Research, 55(5), 537-550. https://doi.org/10.1080/00313831.2011.555920
Nawaz, A., & Kundi, G. M. (2010). Digital literacy: An analysis of the contemporary paradigms. International Journal of Science and Technology Education Research, 1(2), 19-29. https://doi.org/10.5897/IJSTER.9000011
Nokelainen, P. (2006). An empirical assessment of pedagogical usability criteria for digital learning material with elementary school students. Educational Technology & Society, 9(2), 178-197. https://www.ds.unipi.gr/et&s/journals/9_2/15.pdf
Ozdamli, F., & Uzunboylu, H. (2015). M‐learning adequacy and perceptions of students and teachers in secondary schools. British Journal of Educational Technology, 46(1), 159-172. https://doi.org/10.1111/bjet.12136
Palma, M. G. (2019). Educación y exclusión digital: los falsos nativos digitales. Revista de estudios socioeducativos. ReSed, (7), 27-41. https://bit.ly/3FVXH9M
Palomares, A. (2011). El modelo docente universitario y el uso de nuevas metodologías en la enseñanza, aprendizaje y evaluación. Revista de educación, 355, 591-604. http://hdl.handle.net/11162/81482
Plomp, T. & Nieveen, N. (2009). An introduction to educational design research. Enschede: Netherlands Institute for curriculum development.
Print, M. (2003). Estrategias de enseñanza para la educación cívica y ciudadana en el siglo XXI. Estudios sobre Educación, 4, 7-22.
Ramos, A.I., Herrera, J.A., y Ramírez, M.S. (2009). Desarrollo de habilidades cognitivas con aprendizaje móvil: un estudio de caso. Comunicar, 34, 201-202. https://doi.org/10.3916/ C34- 2010-03-20
Salaburu, P., Ginés-Mora, J., & Haug, G. (2011). España y el proceso de Bolonia: un encuentro imprescindible. Academia Europea de Ciencias y Artes. https://bit.ly/3D0IulL
Santágueda-Villanueva, M., Maravé-Vivas, M., Esteve-Mon, F., & Pallares-Piquer, M. (2019). Design of a mobile application for the improvement of a service learning project in the initial teacher training. In J. Vopava, V. Douda, R. Kratochvil & M. Konecki (Ed.) Proceedings of MAC 2019 (pp. 168-176) Prague, Czech Republic: MAC Prague Consulting.
Santos-Rego, M. A. & Lorenzo, M. (eds.) (2012). Estudios de Pedagogía intercultural. Octaedro.
Santos-Rego, M. A., Mella-Núñez, I., & Sotelino-Losada, A. (2020). Movilidad y TIC en aprendizaje-servicio: perspectivas para una sociedad global y tecnológica. RIED. Revista Iberoamericana de Educación a Distancia, 23(1), 67-84. http://dx.doi.org/10.5944/ried.23.1.24180
Seffah, A. Donyaee M., Kline R.B., & Padda H.K. (2006) Usability measurement and metrics: A consolidated model. Software Quality Journal 14.2, 159-178. DOI https://doi.org/10.1007/s11219-006-7600-8
Siemens, G. (2004). Conectivismo: Una teoría de aprendizaje para la era digital. https://bit.ly/3rde3X8
Soska, T. M., Sullivan-Cosetti, M., y Pasupelti, S. (2010). Service-learning: Community engagement and partnership for integrating teaching, research, and service. Journal of Community Practice, 18, 139–147.
Tahir, R., & Arif, F. (2014). A Measurement Model Based on Usability Metrics for Mobile Learning User Interface for Children. The International Journal of E-Learning and Educational Technologies in the Digital Media (IJEETDM), 1(1), 16-31.
Tessmer, M. (2013). Planning and conducting formative evaluations. Routledge.
Touriñán, J. M. (2007). Integrar la escuela en la Sociedad de la Información: desmitificar la perspectiva TIC y orientar la educación electrónica. Tecnología y comunicación educativas, 21(45), 42-68.
Van den Akker, J., Gravemeijer, K., McKenney, S., & Nieveen, N. (Eds.). (2006). Educational design research. Routledge.
Villa, A., & Poblete, M. (2011). Evaluación de competencias genéricas: principios, oportunidades y limitaciones. Bordón. Revista de pedagogía, 63(1), 147-170. https://bit.ly/3E0zONE
Vuorikari, R., Punie, Y., Carretero, S., & Van den Brande, L. (2016). DigComp 2.0: The Digital Competence Framework for Citizens. Update Phase 1: The conceptual reference model. Luxembourg Publication Office of the European Union. https://publications.jrc.ec.europa.eu/repository/handle/JRC101254
Zorrilla, L. (2017). Diseño y aplicación del programa socioemocional Siente Jugando en alumnado de Educación Primaria mediante la metodología Aprendizaje Servicio (Tesis doctoral). Universitat Jaume I, Castellón.
Downloads
Published
How to Cite
Issue
Section
License
By submitting the paper, the authors assign the publication rights to the journal Edutec. For its part, Edutec authorises its distribution as long as its content is not altered and its origin is indicated. At the end of each article published in Edutec, the citation procedure is indicated.
The management and editorial board of Edutec Revista Electrónica de Tecnología Educativa do not accept any responsibility for the statements and ideas expressed by the authors in their work.
Translated with www.DeepL.com/Translator (free version)
