Reference : Educational Assessment Meets Usability: Equal Chances for Conducting Computer-Based C...
Scientific congresses, symposiums and conference proceedings : Paper published in a book
Social & behavioral sciences, psychology : Education & instruction
http://hdl.handle.net/10993/7703
Educational Assessment Meets Usability: Equal Chances for Conducting Computer-Based Concept-Maps
English
Weinerth, Katja mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >]
Koenig, Vincent mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >]
Brunner, Martin mailto [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) > Educational Measurement and Applied Cognitive Science (EMACS) >]
2013
EdMedia World Conference on Educational Media & Technology 2013
Herrington, Jan
Couros, Alec
Irvine, Valerie
Association for the Advancement of Computing in Education
1155-1164
Yes
Yes
International
978-1-939797-03-2
Chesapeake
VA
EdMedia 2013 - World Conference on Educational Media & Technology
24-27 June 2013
Association for the Advancement of Computing in Education
Victoria
BC
[en] 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.
http://hdl.handle.net/10993/7703

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