Megan Venn-Wycherley, Ahmed Kharrufa, Susan Lechelt, Rebecca Nicholson, Kate Howland, Abrar Almjally, Anthony Trory, Vidya Sarangapani
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The realities of evaluating educational technology in school settings
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 paper 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.
期刊介绍：
This ACM Transaction seeks to be the premier archival journal in the multidisciplinary field of human-computer interaction. Since its first issue in March 1994, it has presented work of the highest scientific quality that contributes to the practice in the present and future. The primary emphasis is on results of broad application, but the journal considers original work focused on specific domains, on special requirements, on ethical issues -- the full range of design, development, and use of interactive systems.
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