TY - JOUR
T1 - The realities of evaluating educational technology in school settings
AU - Venn-Wycherley, Megan
AU - Kharrufa, Ahmed
AU - Lechelt, Susan
AU - Nicholson, Rebecca
AU - Howland, Kate
AU - Almjally, Abrar
AU - Trory, Anthony
AU - Sarangapani, Vidya
N1 - Funding information: We would like to express our sincere thanks to all those who took part in the referenced research, particularly to the staff, pupils and research teams without whom these insights would not have been possible. 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).
PY - 2024/4/1
Y1 - 2024/4/1
N2 - 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.
AB - 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.
KW - Additional Key Words and PhrasesEducational technology
KW - classroom evaluation
UR - http://www.scopus.com/inward/record.url?scp=85184839342&partnerID=8YFLogxK
U2 - 10.1145/3635146
DO - 10.1145/3635146
M3 - Article
SN - 1073-0516
VL - 31
SP - 1
EP - 33
JO - ACM Transactions on Computer-Human Interaction
JF - ACM Transactions on Computer-Human Interaction
IS - 2
M1 - 26
ER -