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ERIC Number: EJ789080
Record Type: Journal
Publication Date: 2008-Apr
Pages: 22
Abstractor: Author
Reference Count: 21
ISSN: ISSN-1093-023X
Novice and Expert Collaboration in Educational Software Development: Evaluating Application Effectiveness
Friedman, Rob; Saponara, Adam
Journal of Interactive Learning Research, v19 n2 p271-292 Apr 2008
In an attempt to hone the role of learners as designers, this study investigates the effectiveness of an instructional software application resulting from a design process founded on the tenets of participatory design, informant design, and contextual inquiry, as well as a set of established design heuristics. Collaboration occurred among learning systems researchers, educational technology consultants, college students studying software engineering and multimedia design, and primary school students to create a game-like software application for developing mapping skills in young urban students. A two-group pretest/posttest quasi-experimental design was conducted between two groups to measure the effectiveness of the application versus traditional classroom instruction. Descriptive, empirical results indicate that students using the software application afforded a marginal net benefit from pre- to posttest and, when tested on concepts covered by areas of the software that are conducive to fantasy, the experimental group experienced a greater benefit relative to students in a classroom setting. Results show a significant difference in four instances of the instructional software application. Generally, the collaborative, participatory design process caused a positive change in the academic climate for all stakeholders. (Contains 3 tables and 5 figures.)
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Higher Education; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Jersey