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Evaluating the correspondence of educational software to learning theories

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Evaluating the correspondence of educational software to learning theories. / Spyropoulou, Maria; Ntourou, Dimitra; Simaki, Vasiliki et al.
PCI '13 Proceedings of the 17th Panhellenic Conference on Informatics. New York: Association for Computing Machinery, Inc, 2013. p. 250-257.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter (peer-reviewed) › peer-review

Harvard

Spyropoulou, M, Ntourou, D, Simaki, V, Malagkoniari, D & Sorra, M 2013, Evaluating the correspondence of educational software to learning theories. in PCI '13 Proceedings of the 17th Panhellenic Conference on Informatics. Association for Computing Machinery, Inc, New York, pp. 250-257. https://doi.org/10.1145/2491845.2491882

APA

Spyropoulou, M., Ntourou, D., Simaki, V., Malagkoniari, D., & Sorra, M. (2013). Evaluating the correspondence of educational software to learning theories. In PCI '13 Proceedings of the 17th Panhellenic Conference on Informatics (pp. 250-257). Association for Computing Machinery, Inc. https://doi.org/10.1145/2491845.2491882

Vancouver

Spyropoulou M, Ntourou D, Simaki V, Malagkoniari D, Sorra M. Evaluating the correspondence of educational software to learning theories. In PCI '13 Proceedings of the 17th Panhellenic Conference on Informatics. New York: Association for Computing Machinery, Inc. 2013. p. 250-257 doi: 10.1145/2491845.2491882

Author

Spyropoulou, Maria ; Ntourou, Dimitra ; Simaki, Vasiliki et al. / Evaluating the correspondence of educational software to learning theories. PCI '13 Proceedings of the 17th Panhellenic Conference on Informatics. New York : Association for Computing Machinery, Inc, 2013. pp. 250-257

Bibtex

@inbook{1de2913bc8ab4d7780415ee247d0d93e,
title = "Evaluating the correspondence of educational software to learning theories",
abstract = "As new technologies emerge, more and more people depend on them for a variety of purposes. Now more than ever there is a tendency for technological implications to substitute for face-to-face communication and education. In this paper we attempt to investigate whether the usability and pedagogical factors for quality educational platforms meet the expectations of three dominant learning theories of the past century, which, namely are: behaviorism, cognitivism and constructivism. We assign specific factors derived from 9 evaluation models to the 3 learning theories. A list of 15 questions was produced to help evaluators in the assessment of the educational software. Then we evaluated 11 educational websites that aim to help anglophone students improve their language skills e.g. through grammar and spelling exercises. The results show the level of correspondence of these educational websites to the learning theories.",
author = "Maria Spyropoulou and Dimitra Ntourou and Vasiliki Simaki and Dionysia Malagkoniari and Maria Sorra",
year = "2013",
month = sep,
doi = "10.1145/2491845.2491882",
language = "English",
isbn = "9781450319690",
pages = "250--257",
booktitle = "PCI '13 Proceedings of the 17th Panhellenic Conference on Informatics",
publisher = "Association for Computing Machinery, Inc",

}

RIS

TY - CHAP

T1 - Evaluating the correspondence of educational software to learning theories

AU - Spyropoulou, Maria

AU - Ntourou, Dimitra

AU - Simaki, Vasiliki

AU - Malagkoniari, Dionysia

AU - Sorra, Maria

PY - 2013/9

Y1 - 2013/9

N2 - As new technologies emerge, more and more people depend on them for a variety of purposes. Now more than ever there is a tendency for technological implications to substitute for face-to-face communication and education. In this paper we attempt to investigate whether the usability and pedagogical factors for quality educational platforms meet the expectations of three dominant learning theories of the past century, which, namely are: behaviorism, cognitivism and constructivism. We assign specific factors derived from 9 evaluation models to the 3 learning theories. A list of 15 questions was produced to help evaluators in the assessment of the educational software. Then we evaluated 11 educational websites that aim to help anglophone students improve their language skills e.g. through grammar and spelling exercises. The results show the level of correspondence of these educational websites to the learning theories.

AB - As new technologies emerge, more and more people depend on them for a variety of purposes. Now more than ever there is a tendency for technological implications to substitute for face-to-face communication and education. In this paper we attempt to investigate whether the usability and pedagogical factors for quality educational platforms meet the expectations of three dominant learning theories of the past century, which, namely are: behaviorism, cognitivism and constructivism. We assign specific factors derived from 9 evaluation models to the 3 learning theories. A list of 15 questions was produced to help evaluators in the assessment of the educational software. Then we evaluated 11 educational websites that aim to help anglophone students improve their language skills e.g. through grammar and spelling exercises. The results show the level of correspondence of these educational websites to the learning theories.

U2 - 10.1145/2491845.2491882

DO - 10.1145/2491845.2491882

M3 - Chapter (peer-reviewed)

SN - 9781450319690

SP - 250

EP - 257

BT - PCI '13 Proceedings of the 17th Panhellenic Conference on Informatics

PB - Association for Computing Machinery, Inc

CY - New York

ER -