Reference : HCI Design Methods in CBA: Lessons Learned and Recommendations Based on a Concept Map...
Scientific congresses, symposiums and conference proceedings : Paper published in a book
Social & behavioral sciences, psychology : Multidisciplinary, general & others
http://hdl.handle.net/10993/17604
HCI Design Methods in CBA: Lessons Learned and Recommendations Based on a Concept Map Use Case
English
Weinerth, Katja mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Koenig, Vincent mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Rivas, Salvador mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Brunner, Martin [Free University of Berlin > The Berlin-Brandenburg Institute for School Quality (ISQ)]
Martin, Romain mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
2014
Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2014
AACE
859-868
Yes
International
978-1-939797-08-7
Chesapeake
VA
World Conference on Educational Multimedia, Hypermedia and Telecommunications 2014
23-26 June 2014
Tampere
Finland
[en] human-computer interaction ; computer-based assessment ; user-centered design
[en] This paper focuses on the user-centered design of a computer-based assessment (CBA) instrument for knowledge measurement. We describe relevant design steps in general and illustrate them via the design of our usability improved CBA concept map instrument (ISO 9241-11, 1998; ISO 9241-210, 2010). We discuss design versus evaluation methods from a human-computer interaction (HCI) perspective and emphasize important design steps relevant for constructing usability improved assessment instruments in educational assessment. As these HCI methods are still seldom applied to CBA, this paper helps alleviate the dearth of literature and guidelines in this domain. Our objective is thus to provide the reader with a series of design recommendations for CBA, as derived both from HCI research; and to summarize lessons learned from our specific CBA design use case.
http://hdl.handle.net/10993/17604

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