英語行動學習APPS評估準則之建構
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2017
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本研究主要建構英語行動學習APPS之評估準則。為達此一目的，參考近五年的文獻，採四階段的研究流程，包括第一階段：蒐集及彙整近五年相關文獻，主要以使用者為核心，再針對使用性目標、學習內容、輔助學習功能及科技整合，共四個構面，增修出73條評估準則題項。第二階段：蒐集160位擁有半年以上行動學習經驗，且年齡18歲以上受訪者之問卷結果，篩選低於60%投票率之題項後，共剩66條評估準則。第三階段：針對本研究以使用者為中心及其他四構面，分別邀請五名實務工作三年以上業界專家提出見解與建議，經審查後仍保留66條評估準則。第四階段：實測市面上兩大英語行動學習APPS，除評比出個別的優缺點，也輔以專家見解與建議，提供未來具體修正方向。實測結果除驗證本評估準則之成效，也期待英語行動學習APPS開發商在開發時，能參照本評估準則，以站在使用者之角度，有個初始方向與指引，降低試錯成本與時間，也可藉此理解哪些評估準則，使用者認為不可忽略或格外重要，找尋開發商的優點與差異化，開拓核心賣點。
The purpose of this research is to construct guidelines for the evaluation of mobile English learning applications. To achieve this goal, we adopted a four stage research process, as follows: Stage 1: We collected and summarized relevant literature from the past five years with a primary focus on users, then pinpointed four aspects: usability objectives, learning content, learning support functions, and technology integration. From these, we extracted 73 evaluation guidelines. Stage 2: We collected 160 valid questionnaires filled in by individuals age eighteen and above with more than six months’ experience with mobile learning. We deleted guidelines chosen by less than 60% of respondents, leaving a total of 66 evaluation guidelines. Stage 3: We invited five experts with more than three years of user experience (UX) to offer their opinions to test the applicability of the 66 evaluation guidelines. No evaluation guidelines were thought to be in need of deletion by all of the experts. Stage 4: We compared the strengths and weaknesses of two major English mobile apps on the market and, supplemented by expert insights and opinions, made specific suggestions for future revisions. The results confirmed the effectiveness of the evaluation criteria. We hope that English mobile learning application software developers find it useful to reference these evaluation criteria during software development. An effective set of guidelines can reduce both time and money lost due to trial and error and aid in understanding user perspectives. This in turn can help developers create standout products and seek core selling points.
The purpose of this research is to construct guidelines for the evaluation of mobile English learning applications. To achieve this goal, we adopted a four stage research process, as follows: Stage 1: We collected and summarized relevant literature from the past five years with a primary focus on users, then pinpointed four aspects: usability objectives, learning content, learning support functions, and technology integration. From these, we extracted 73 evaluation guidelines. Stage 2: We collected 160 valid questionnaires filled in by individuals age eighteen and above with more than six months’ experience with mobile learning. We deleted guidelines chosen by less than 60% of respondents, leaving a total of 66 evaluation guidelines. Stage 3: We invited five experts with more than three years of user experience (UX) to offer their opinions to test the applicability of the 66 evaluation guidelines. No evaluation guidelines were thought to be in need of deletion by all of the experts. Stage 4: We compared the strengths and weaknesses of two major English mobile apps on the market and, supplemented by expert insights and opinions, made specific suggestions for future revisions. The results confirmed the effectiveness of the evaluation criteria. We hope that English mobile learning application software developers find it useful to reference these evaluation criteria during software development. An effective set of guidelines can reduce both time and money lost due to trial and error and aid in understanding user perspectives. This in turn can help developers create standout products and seek core selling points.
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Keywords
英語學習, 行動學習, 使用者評估準則, English learning, Evaluation Criteria, Mobile learning