Heuristics and usability testing of a project-based learning online course: A case study with structural mathematical concepts
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://hdl.handle.net/1822/85211 |
Resumo: | Usability refers to the system's functionality by the user, allowing the system to be used with ease of learning, efficiency in carrying out tasks and satisfaction. The article presents the design and development of an online course about structural mathematics concepts with a project-based learning approach. With this study, we intend, through the development of an online course, to explore the contribution of project-based learning to approach mathematical structural concepts. The methodological option was development research, fulfilling the following phases of the protocol: (1) preliminary investigation, (2) theoretical embedding, (3) empirical testing and (4) documentation, analysis and reflection on process and outcomes. We started with an exploratory analysis aimed at identifying a group of teachers' knowledge about structural mathematical concepts and the potential of a project-based learning to support students in apprehending these concepts. Based on the data obtained, the design and development of the online course were carried out. Then, heuristic evaluation tests were conducted with experts and usability tests with the target audience to assess the adoption of the online course. The online course was designed to involve teachers in learning mathematics concepts through a project methodology. In the preliminary investigation, all teachers showed interest in knowing the project learning methodology and identified concepts that, from their practice, are usually difficult for their students. In the heuristic evaluation test with the experts, linguistic, structural and course content corrections were made. The results allow us to say that the online course with the project- based learning approach responded to the target audience's needs, arousing their interest in using project learning in teaching mathematics structural concepts. |
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Heuristics and usability testing of a project-based learning online course: A case study with structural mathematical conceptsUsabilityProject-based learningTechnology-enhanced learningMath structural conceptsLearningCiências Sociais::Ciências da EducaçãoUsability refers to the system's functionality by the user, allowing the system to be used with ease of learning, efficiency in carrying out tasks and satisfaction. The article presents the design and development of an online course about structural mathematics concepts with a project-based learning approach. With this study, we intend, through the development of an online course, to explore the contribution of project-based learning to approach mathematical structural concepts. The methodological option was development research, fulfilling the following phases of the protocol: (1) preliminary investigation, (2) theoretical embedding, (3) empirical testing and (4) documentation, analysis and reflection on process and outcomes. We started with an exploratory analysis aimed at identifying a group of teachers' knowledge about structural mathematical concepts and the potential of a project-based learning to support students in apprehending these concepts. Based on the data obtained, the design and development of the online course were carried out. Then, heuristic evaluation tests were conducted with experts and usability tests with the target audience to assess the adoption of the online course. The online course was designed to involve teachers in learning mathematics concepts through a project methodology. In the preliminary investigation, all teachers showed interest in knowing the project learning methodology and identified concepts that, from their practice, are usually difficult for their students. In the heuristic evaluation test with the experts, linguistic, structural and course content corrections were made. The results allow us to say that the online course with the project- based learning approach responded to the target audience's needs, arousing their interest in using project learning in teaching mathematics structural concepts.FCT -Fundação para a Ciência e a Tecnologia (UIDB/01661/2020)Gate Association for Teaching and EducationUniversidade do MinhoCruz, Sara Maria AlvesLencastre, José AlbertoViseu, Floriano2023-072023-07-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/1822/85211engCruz, S., Lencastre, J.A., & Viseu, F. (2023). Heuristics and usability testing of a project- based learning online course: A case study with structural mathematical concepts. International journal of instruction, 16(3), 465-488.1694-609X1308-147010.29333/iji.2023.16325a3The original publication is available at https://www.e-iji.net/dosyalar/iji_2023_3_25.pdfinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-12-23T01:36:12Zoai:repositorium.sdum.uminho.pt:1822/85211Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T19:46:23.169159Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Heuristics and usability testing of a project-based learning online course: A case study with structural mathematical concepts |
title |
Heuristics and usability testing of a project-based learning online course: A case study with structural mathematical concepts |
spellingShingle |
Heuristics and usability testing of a project-based learning online course: A case study with structural mathematical concepts Cruz, Sara Maria Alves Usability Project-based learning Technology-enhanced learning Math structural concepts Learning Ciências Sociais::Ciências da Educação |
title_short |
Heuristics and usability testing of a project-based learning online course: A case study with structural mathematical concepts |
title_full |
Heuristics and usability testing of a project-based learning online course: A case study with structural mathematical concepts |
title_fullStr |
Heuristics and usability testing of a project-based learning online course: A case study with structural mathematical concepts |
title_full_unstemmed |
Heuristics and usability testing of a project-based learning online course: A case study with structural mathematical concepts |
title_sort |
Heuristics and usability testing of a project-based learning online course: A case study with structural mathematical concepts |
author |
Cruz, Sara Maria Alves |
author_facet |
Cruz, Sara Maria Alves Lencastre, José Alberto Viseu, Floriano |
author_role |
author |
author2 |
Lencastre, José Alberto Viseu, Floriano |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
Universidade do Minho |
dc.contributor.author.fl_str_mv |
Cruz, Sara Maria Alves Lencastre, José Alberto Viseu, Floriano |
dc.subject.por.fl_str_mv |
Usability Project-based learning Technology-enhanced learning Math structural concepts Learning Ciências Sociais::Ciências da Educação |
topic |
Usability Project-based learning Technology-enhanced learning Math structural concepts Learning Ciências Sociais::Ciências da Educação |
description |
Usability refers to the system's functionality by the user, allowing the system to be used with ease of learning, efficiency in carrying out tasks and satisfaction. The article presents the design and development of an online course about structural mathematics concepts with a project-based learning approach. With this study, we intend, through the development of an online course, to explore the contribution of project-based learning to approach mathematical structural concepts. The methodological option was development research, fulfilling the following phases of the protocol: (1) preliminary investigation, (2) theoretical embedding, (3) empirical testing and (4) documentation, analysis and reflection on process and outcomes. We started with an exploratory analysis aimed at identifying a group of teachers' knowledge about structural mathematical concepts and the potential of a project-based learning to support students in apprehending these concepts. Based on the data obtained, the design and development of the online course were carried out. Then, heuristic evaluation tests were conducted with experts and usability tests with the target audience to assess the adoption of the online course. The online course was designed to involve teachers in learning mathematics concepts through a project methodology. In the preliminary investigation, all teachers showed interest in knowing the project learning methodology and identified concepts that, from their practice, are usually difficult for their students. In the heuristic evaluation test with the experts, linguistic, structural and course content corrections were made. The results allow us to say that the online course with the project- based learning approach responded to the target audience's needs, arousing their interest in using project learning in teaching mathematics structural concepts. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-07 2023-07-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://hdl.handle.net/1822/85211 |
url |
https://hdl.handle.net/1822/85211 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Cruz, S., Lencastre, J.A., & Viseu, F. (2023). Heuristics and usability testing of a project- based learning online course: A case study with structural mathematical concepts. International journal of instruction, 16(3), 465-488. 1694-609X 1308-1470 10.29333/iji.2023.16325a 3 The original publication is available at https://www.e-iji.net/dosyalar/iji_2023_3_25.pdf |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Gate Association for Teaching and Education |
publisher.none.fl_str_mv |
Gate Association for Teaching and Education |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799133032354938880 |