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Educational Assessment Meets Usability: Equal Chances Conducting Computer-Based Concept-Maps
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, , University of Luxembourg, Luxembourg ; , Free University of Berlin, Germany ; , University of Luxembourg, Luxembourg

EdMedia + Innovate Learning, in Victoria, Canada ISBN 978-1-939797-03-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper describes how usability affects the usage of a computer-based assessment (CBA) instrument. The aim of our current study is twofold: a) the development of a usability improved CBA instrument (ISO 9241-11, 1998; ISO 9241-210, 2010) within the framework of human-computer interaction (HCI) and b) the comparison and evaluation of two concept map applications in regards to the impact that usability has on the assessment interaction. In this study we developed and evaluated two CBA concept map applications. We assessed 60 students aged between 16 and 18 who were asked to conduct concept maps on two different versions of the same knowledge assessment instrument. We observed significant differences regarding two out of three usability criteria of the ISO standard definition: efficiency and satisfaction of the students. Our findings highlight that usability influences the assessment interaction and therefore the chances of the assessment taker to work (successfully) through the assessment.

Citation

Weinerth, K., Koenig, V., Brunner, M. & Martin, R. (2013). Educational Assessment Meets Usability: Equal Chances Conducting Computer-Based Concept-Maps. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (pp. 1155-1164). Victoria, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved April 25, 2019 from .

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Cited By

  1. HCI Design Methods in CBA: Lessons Learned and Recommendations Based on a Concept Map Use Case

    Katja Weinerth, Vincent Koenig & Salvador Rivas, University of Luxembourg, Luxembourg; Martin Brunner, Free University of Berlin, Germany; Romain Martin, University of Luxembourg, Luxembourg

    EdMedia + Innovate Learning 2014 (Jun 23, 2014) pp. 859–868

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