Users\u27 Needs in Telehealth Speech-Language Pathology Services

Telehealth, as a provision of health care at a distance by usage of ICT, has also found its application in speech-language pathology (SLP) services. There are many advantages of remote usage of SLP services like extending the treatment or reaching remotely located people who need a treatment at affordable cost. While in the developed countries SLP telepractice is becoming common, there is little evidence about their usage in transitional and developing countries. This paper presents the findings of a survey conducted among SLP professionals and their clients in Croatia. The research results provide insights into the profiles of these two categories of SLP users regarding their computer literacy as well as their needs and preferences in using remote speech-language services. These findings present an important input for development and implementation of telerehabilitation approaches into environments that still lag behind developed countries

The Effects of Multimedia Learning Materials Quality on Knowledge Acquisition

Different learning environments offer l earners various kinds of multimedia learning materials (MLMs). Although the usage of multimedia has proven to foster meaningful learning, a multimedia resource will not necessarily contribute to the teaching-learning process unless proper attention is paid to its quality. This paper explores issues regarding the assessment of multimedia learning materials (MLMs) quality as well as the relationship between MLM quality and knowledge acquisition. We present a research experiment that involves low-quality and high-quality MLMs implemented in the learning management system (LMS) Moodle of a polytechnic school course. The quality of MLMs was evaluated by means of the LORI assessment tool adapted for the purpose of this research. The analysis of research data shows that MLMs developed according to the principles of multimedia learning and principles for reducing cognitive load were perceived as being of higher quality than those not developed using multimedia principles. Furthermore, students’ usage of high-quality MLMs during treatment resulted in better knowledge acquisition indicated by significantly higher scores in knowledge assessment

TEACHERS’ USAGE AND ATTITUDES TOWARDS GAMIFICATION IN PRIMARY AND SECONDARY SCHOOLS

Tijekom posljednjih nekoliko godina koncept igrifikacije je, zbog svog utjecaja na motivaciju i angažman učenika, privukao veliku pažnju znanstvenika i učitelja. Ovaj obrazovni pristup, koji uključuje mehanike igara koje se primjenjuju u nastavnom radu, uglavnom je istražen u kontekstu visokog obrazovanja dok su istraživanja povezana s nižim razinama obrazovanja rijetka. U radu su prikazani rezultati anketnog istraživanja provedenog među 124 učitelja iz tri osnovne i dvije srednje škole u Hrvatskoj. Učitelji su ispitivani o korištenju igrifikacije u svom nastavnom radu kao i o stavovima prema igrifikaciji općenito. Rezultati istraživanja daju uvid u profile učitelja koji koriste ili ne koriste igrifikaciju u realizaciji nastave te identificiraju mehanike i aplikacije koje se koriste. Prikazana su mišljenja učitelja o tome koji su razlozi za (ne)uvođenje igrifikacije u nastavu. Prema rezultatima istraživanja moguće je zaključiti kako je manje od polovine ispitanika upoznato s konceptom igrifikacije, te ga primjenjuje u svom radu. Rezultati istraživanja pokazuju da se većina učitelja upoznala s konceptom igrifikacije na osobnu inicijativu. Bodovi, zadaci i priče su mehanike igrifikacije koje ispitanici najčešće primjenjuju u svom radu. Predmeti u kojima ispitanici najčešće koriste igrifikaciju su matematika, hrvatski jezik te strani jezici. Također, ispitanici se u visokom postotku slažu s učincima i utjecajima igrifikacije na motivaciju te angažman učenika, koji predstavljaju prednosti igrifikacije. Kao razloge za nekorištenje igrifikacije ispitanici navode nedostatak vremena i formalne razloge, dok kao razloge za korištenje igrifikacije navode povećanje motivacije i angažmana učenika, što je zapravo i cilj koncepta igrifikacije.During the past several years a concept of gamification has drawn much attention among researchers and teachers due to its benefits related to motivation and engagement of learners. While this educational approach, that incorporates game mechanics into the teacher’s class, is mainly explored in higher education settings, the researches about gamification at lower levels of education are sparse. This paper provides the findings of the survey conducted among 124 teachers employed at three primary and two secondary schools in Croatia about the usage of gamification as well as attitudes towards gamification in general. The research results give insights into the profiles of the teachers who use or do not use gamification during their classes, and identify gamification mechanics and applications they employ. Teachers’ opinions about the gamification and the reasons for (not) introducing it into the class are also presented. According to the research results, it is possible to conclude that less than half of the respondents were familiar with the concept of gamification and that they applied it in their work. The research results show that most of the teachers got acknowledged with the concept of gamification on a personal initiative. Points, quests and storylines are the mechanics of gamification that the respondents most often applied in their work. Courses in which respondents the most frequently applied gamification were the mathematics, Croatian language and foreign languages. Also, the respondents in high percentage agreed with the effects and impacts of gamification on motivation and engagement of students, which represent the benefits of gamification. The lack of time and formal reasons were indicated as the reasons for non-usage of gamification, while motivation and engagement were set out as reasons for the usage of gamification

A Study on Knowledge Gain and Retention when Using Multimedia Learning Materials of Different Quality

The usage of multimedia has proven to foster meaningful learning, but not every multimedia resource will necessarily contribute to the teaching-learning process. Since for the development of multimedia learning materials (MLMs) additional time and effort is required for everyone involved in the development process to pay proper attention to its quality in order to achieve desired learning effects. The paper deals with issues regarding the quality of multimedia learning materials (MLMs) as well as the relationship between MLM quality and knowledge retention. The results of an experimental study that involves low-quality and high-quality MLMs for two different topics and their effects on knowledge gain and retention of the polytechnic school students are presented. For the purpose of the research the LORI assessment tool was used to evaluate the quality of MLMs. The analysis of research data shows that MLMs developed according to the principles of multimedia learning and principles for reducing cognitive load were perceived as being of higher quality than those that were not developed using multimedia principles. Furthermore, the students’ usage of high-quality MLMs during treatment resulted in better knowledge acquisition and retention indicated by significantly higher scores in the three knowledge assessments

A method for technical and pedagogical usability evaluation of e-learning systems in the academic blended learning

Doktorska disertacija bavi se problematikom vrednovanja upotrebljivosti u području e-učenja jer su dosad provedena istraživanja utvrdila nedostatak sveobuhvatnih metoda vrednovanja kojima se može identificirati širi spektar problema tehničke upotrebljivosti sustava e-učenja i pedagoške upotrebljivosti obrazovnih sadržaja iz perspektive osnovnih sudionika e-učenja, nastavnika i učenika. U teorijskom dijelu disertacije analizirani su i sistematizirani razni parametri vrednovanja upotrebljivosti sustava e-učenja i obrazovnih sadržaja, na temelju čega je izrađen konceptualni okvir vrednovanja tehničke i pedagoške upotrebljivosti. Navedeni okvir predstavljao je osnovu za razvoj nove integralne metode vrednovanja upotrebljivosti, INT-el UEM (eng. Integral e-learning Usability Evaluatio Method). Predložena metoda kombinira više specifičnih metoda vrednovanja upotrebljivosti koje su prilagođene kontekstu e-učenja te uključuje: a) modalitet pregleda e-tečaja (tj. heurističko prošetavanje), b) modalitet testiranja e-tečaja pomoću korisnika studenata i nastavnika te c) modalitet ispitivanja subjektivnog korisničkog doživljaja. Metoda INT-el UEM empirijski je validirana na šest akademskih e-tečajeva za mješovito učenje implementiranih u sustave za upravljanje učenjem Moodle i Claroline. Na temelju analize rezultata istraživanja dobivenih vrednovanjem četiri e-tečaja u glavnom istraživanju, utvrđeno je da metoda ostvaruje dobre performanse, učinkovitost i obuhvat u identificiranju stvarnih i predviđenih problema upotrebljivosti.The doctoral dissertation deals with the issues of usability evaluation in e-learning because previous studies acknowledged the lack of comprehensive methods that enable identification of wide spectrum of technical usability problems in e-learning systems as well as pedagogical usability problems of educational content from the perspective of e-learning main users, learners and teachers. The theoretical part of the thesis gives analysis and systematization of different usability parameters for evaluation of e-learning systems and educational content, followed by the proposal of a usability framework for evaluation of technical and pedagogical usability. The usability framework provided the basis for the development of the new Integral e-learning Usability Evaluatio Method (INT-el UEM). The proposed method combines several usability evaluation methods adapted to e-learning context and includes: a) the modality of e-course inspection (i.e. heuristic walkthrough), b) the modality of e-course user testing with learners and teachers, and c) the modality of inquiry to acquire subjective user experience. The INT-el UEM method was empirically validated on six academic blended learning courses implemented in the learning management systems Moodle and Claroline. The analysis of the research results from four evaluated e-courses in the main study showed that the method provides good performance, efficiency and coverage in identifying real and predicted usability problems

A method for technical and pedagogical usability evaluation of e-learning systems in the academic blended learning

Doktorska disertacija bavi se problematikom vrednovanja upotrebljivosti u području e-učenja jer su dosad provedena istraživanja utvrdila nedostatak sveobuhvatnih metoda vrednovanja kojima se može identificirati širi spektar problema tehničke upotrebljivosti sustava e-učenja i pedagoške upotrebljivosti obrazovnih sadržaja iz perspektive osnovnih sudionika e-učenja, nastavnika i učenika. U teorijskom dijelu disertacije analizirani su i sistematizirani razni parametri vrednovanja upotrebljivosti sustava e-učenja i obrazovnih sadržaja, na temelju čega je izrađen konceptualni okvir vrednovanja tehničke i pedagoške upotrebljivosti. Navedeni okvir predstavljao je osnovu za razvoj nove integralne metode vrednovanja upotrebljivosti, INT-el UEM (eng. Integral e-learning Usability Evaluatio Method). Predložena metoda kombinira više specifičnih metoda vrednovanja upotrebljivosti koje su prilagođene kontekstu e-učenja te uključuje: a) modalitet pregleda e-tečaja (tj. heurističko prošetavanje), b) modalitet testiranja e-tečaja pomoću korisnika studenata i nastavnika te c) modalitet ispitivanja subjektivnog korisničkog doživljaja. Metoda INT-el UEM empirijski je validirana na šest akademskih e-tečajeva za mješovito učenje implementiranih u sustave za upravljanje učenjem Moodle i Claroline. Na temelju analize rezultata istraživanja dobivenih vrednovanjem četiri e-tečaja u glavnom istraživanju, utvrđeno je da metoda ostvaruje dobre performanse, učinkovitost i obuhvat u identificiranju stvarnih i predviđenih problema upotrebljivosti.The doctoral dissertation deals with the issues of usability evaluation in e-learning because previous studies acknowledged the lack of comprehensive methods that enable identification of wide spectrum of technical usability problems in e-learning systems as well as pedagogical usability problems of educational content from the perspective of e-learning main users, learners and teachers. The theoretical part of the thesis gives analysis and systematization of different usability parameters for evaluation of e-learning systems and educational content, followed by the proposal of a usability framework for evaluation of technical and pedagogical usability. The usability framework provided the basis for the development of the new Integral e-learning Usability Evaluatio Method (INT-el UEM). The proposed method combines several usability evaluation methods adapted to e-learning context and includes: a) the modality of e-course inspection (i.e. heuristic walkthrough), b) the modality of e-course user testing with learners and teachers, and c) the modality of inquiry to acquire subjective user experience. The INT-el UEM method was empirically validated on six academic blended learning courses implemented in the learning management systems Moodle and Claroline. The analysis of the research results from four evaluated e-courses in the main study showed that the method provides good performance, efficiency and coverage in identifying real and predicted usability problems

A method for technical and pedagogical usability evaluation of e-learning systems in the academic blended learning

Doktorska disertacija bavi se problematikom vrednovanja upotrebljivosti u području e-učenja jer su dosad provedena istraživanja utvrdila nedostatak sveobuhvatnih metoda vrednovanja kojima se može identificirati širi spektar problema tehničke upotrebljivosti sustava e-učenja i pedagoške upotrebljivosti obrazovnih sadržaja iz perspektive osnovnih sudionika e-učenja, nastavnika i učenika. U teorijskom dijelu disertacije analizirani su i sistematizirani razni parametri vrednovanja upotrebljivosti sustava e-učenja i obrazovnih sadržaja, na temelju čega je izrađen konceptualni okvir vrednovanja tehničke i pedagoške upotrebljivosti. Navedeni okvir predstavljao je osnovu za razvoj nove integralne metode vrednovanja upotrebljivosti, INT-el UEM (eng. Integral e-learning Usability Evaluatio Method). Predložena metoda kombinira više specifičnih metoda vrednovanja upotrebljivosti koje su prilagođene kontekstu e-učenja te uključuje: a) modalitet pregleda e-tečaja (tj. heurističko prošetavanje), b) modalitet testiranja e-tečaja pomoću korisnika studenata i nastavnika te c) modalitet ispitivanja subjektivnog korisničkog doživljaja. Metoda INT-el UEM empirijski je validirana na šest akademskih e-tečajeva za mješovito učenje implementiranih u sustave za upravljanje učenjem Moodle i Claroline. Na temelju analize rezultata istraživanja dobivenih vrednovanjem četiri e-tečaja u glavnom istraživanju, utvrđeno je da metoda ostvaruje dobre performanse, učinkovitost i obuhvat u identificiranju stvarnih i predviđenih problema upotrebljivosti.The doctoral dissertation deals with the issues of usability evaluation in e-learning because previous studies acknowledged the lack of comprehensive methods that enable identification of wide spectrum of technical usability problems in e-learning systems as well as pedagogical usability problems of educational content from the perspective of e-learning main users, learners and teachers. The theoretical part of the thesis gives analysis and systematization of different usability parameters for evaluation of e-learning systems and educational content, followed by the proposal of a usability framework for evaluation of technical and pedagogical usability. The usability framework provided the basis for the development of the new Integral e-learning Usability Evaluatio Method (INT-el UEM). The proposed method combines several usability evaluation methods adapted to e-learning context and includes: a) the modality of e-course inspection (i.e. heuristic walkthrough), b) the modality of e-course user testing with learners and teachers, and c) the modality of inquiry to acquire subjective user experience. The INT-el UEM method was empirically validated on six academic blended learning courses implemented in the learning management systems Moodle and Claroline. The analysis of the research results from four evaluated e-courses in the main study showed that the method provides good performance, efficiency and coverage in identifying real and predicted usability problems

Features and Quality of a Mobile Application Employed in a Speech-Language Therapy

This paper introduces mLogoped, a mobile application for delivering remote speech-language pathology (SLP) therapies. With an aim to examine quality of a mLogoped application, an empirical study was carried out. Participants in the study were parents of children diagnosed with SLP disorders. Data was collected with pre- and post-use questionnaire. Items in pre-use questionnaire were related to the participants’ computer literacy, their experience in using mobile devices and applications, and their preferences with respect to attending online SLP therapies. After spending a week using the application, the study participants examined its quality by means of user version of Mobile App Rating Scale (uMARS) post-use questionnaire adapted to SLP domain. An analysis of collected data revealed to what extent mLogoped has met one subjective (perceived quality) and four objective (engagement, functionality, aesthetics, and information quality) facets of mo-bile quality