Co-design. From understanding to prototyping an adaptive learning technology to enhance self-regulated learning
Lade...
Autor:innen
Autor:in (Körperschaft)
Publikationsdatum
28.09.2024
Typ der Arbeit
Studiengang
Sammlung
Typ
01A - Beitrag in wissenschaftlicher Zeitschrift
Herausgeber:innen
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
Technology, Knowledge and Learning
Themenheft
DOI der Originalpublikation
Link
Reihe / Serie
Reihennummer
Jahrgang / Band
30
Ausgabe / Nummer
2
Seiten / Dauer
1021-1046
Patentnummer
Verlag / Herausgebende Institution
Springer
Verlagsort / Veranstaltungsort
Auflage
Version
Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
Self-regulated learning (SRL) is an important aspect of successful knowledge acquisition. Adaptive learning technology (ALT) is a form of educational technology that can improve SRL by offering learners personalized and timely support. Despite the potential of ALT to support SRL, its integration into schools’ pedagogical practices remains a challenge. To address this challenge, this study took a co-design approach to develop and implement an ALT in an upper secondary school over three phases. In the exploration phase, we collected and analyzed qualitative data from structured interviews (n = 14) and group discussions (n = 7) with students and teachers. In the defining phase, we identified problem areas of ALT through a co-design group and formulated suggestions for developments. These suggestions were integrated into the ALT in the shaping phase. The findings showed that the co-design process facilitated better incorporation of the needs of students and teachers into the development of the ALT. Direct integration of user perceptions and descriptions strengthened the connection between ALT and SRL while enhancing the tool’s adaptability. Not all suggestions from the co-design group could be implemented into the ALT. In the future, more attention should be given to understanding the interfaces between different groups of actors in the co-design process, particularly in K-12 education contexts.
Schlagwörter
Fachgebiet (DDC)
Veranstaltung
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
Enddatum der Konferenz
Datum der letzten Prüfung
ISBN
ISSN
2211-1662
2211-1670
2211-1670
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Nein
Zukunftsfelder FHNW
Publikationsstatus
Veröffentlicht
Begutachtung
Peer-Review der ganzen Publikation
Open Access-Status
Hybrid
Lizenz
Zitation
Mejeh, M., & Sarbach, L. (2024). Co-design. From understanding to prototyping an adaptive learning technology to enhance self-regulated learning. Technology, Knowledge and Learning, 30(2), 1021–1046. https://doi.org/10.1007/s10758-024-09788-5