A Framework for Evaluating Tablet-based Educational Applications for Primary School Levels in Thailand

Hsu Mon Pyae Nang,Antony Harfield

doi:10.3991/ijim.v12i5.9009

Abstract

When it comes to the use of mobile technology in the classroom, one of the major challenges for the teacher is finding suitable applications that appropriately match the topic of study. In most areas of education there are tools for evaluating teaching materials, but there are few tools for evaluating mobile technology in the classroom. The lack of evaluation methods means that for teachers, who are increasingly using tablets in the primary level classrooms, the results can be “hit or miss”. The aim of the study is to propose and describe a new framework that enables primary school teachers to evaluate tablet-based games effectively. The proposed framework is adapted from the four-dimensional framework (FDF). Thereby, supporting teachers in the choice of suitable tablet-based games to use in their classrooms that balance the essential aspects of student engagement (or playability) and learning achievement. A small case study is carried out based on the evaluation of 30 iPads STEM applications. The proposed framework can predict the initial pitfalls of technical and design issues in applications before class use. The successfully evaluated applications are used for the experiment at primary school in Thailand. The improvement of students’ learning skill, behavioral outcomes, and teachers’ perspectives are not considered in this study.

Highlights

The introduction of tablet-based educational applications in classrooms are supporting students to develop their academic ability in fun and engaging ways [1]
While many educational applications are adapted by teachers for classroom use, it can be difficult to evaluate and select the suitable applications in a digital teaching context [2]
Other experiments found that learners’ likes, interests, and needs are critical to deploying iPads applications at schools [6]

Summary

Introduction

The introduction of tablet-based educational applications in classrooms are supporting students to develop their academic ability in fun and engaging ways [1]. With a good choice of application, students can benefit from active learning and extensive practice within a tablet-based learning environment [4]. The Four Dimensional Framework (FDF) was introduced by Freitas and Oliver to evaluate educational and simulation-based games. The framework gets its name from breaking the evaluation into four key areas or dimensions: Learner specifics, Pedagogy, Representation and Context. The research on FDF has discussed the reflection and efficacy on the practical use of game-and simulation-based learning. FDF is highly suited to simulation-based games, which highlighted the requirements of games-and-simulation play activity and initial pitfalls in formal learning context. The remainder of this paper focusses on the adapting the successful parts of FDF to tabletbased educational applications and modifying it where required

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Methods

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Conclusion