Assumption Validation Process for the Assessment of Technology-Enhanced Learning

Denise Pauline-Graf,Lynne E Devnew,Heather W Allen,Susan E Mandel

doi:10.30935/cedtech/11071

Denise Pauline-Graf, Lynne E Devnew + Show 2 more

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https://doi.org/10.30935/cedtech/11071

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Abstract

Technology-enhanced learning (TEL) is a broad term to denote the incorporation of digital technology to mediate activities that support education. Educational researchers need to validate critical assumptions about any new system that involves TEL early and throughout its development course to make quick, informed, de-risked decisions about the progress of TEL. We introduce an assumption validation process for educational researchers to consider utilizing when evolving ideas or prototypes of TEL. We present a preliminary study conducted in Russia of a knowledge sharing (KS) training program using digital games to illustrate the proposed four-stage process. The first stage is listing the assumptions that apply to initiatives of TEL. The second is identifying the methods most useful for testing those assumptions. The third is executing tests on each of those assumptions. The last stage is determining assumption validity. In the illustrative study, a single pilot trial was considered the appropriate approach to validate the assumptions selected in the first stage. We found that determining assumption validity requires testing many of the assumptions individually and in aggregate. Educational researchers can use this assumption validation process to assess the potential of TEL in a variety of settings before investing resources into its further development.

Highlights

Technology-enhanced learning (TEL) is a broad term (Bayne, 2015; Kurvinen et al, 2020) to denote the incorporation of digital technology to mediate activities that support education (Goodyear & Retalis, 2010)
The assumption validation process is a potent process that can assist educational researchers to focus on activities that aid in building the purpose of TEL from the early to the final stages of its development
By learning early from experimentation using empirical customer data, educational researchers can re-purpose what developers have built to satisfy stakeholders’ needs promptly and avoid incurring costs that do not contribute to the value of TEL

Summary

Introduction

Technology-enhanced learning (TEL) is a broad term (Bayne, 2015; Kurvinen et al, 2020) to denote the incorporation of digital technology to mediate activities that support education (Goodyear & Retalis, 2010). An example within the context of TEL is digital game-based learning. This teaching approach involves the use of computer games that enable learners to engage in content to enhance the learning experience of a discrete skill or a particular learning outcome (Oliver, 2018; Tang et al, 2013). The need to expand content to fulfill modern educational purposes confronting the digital age challenges (Vetushinskiy & Zhukov, 2019) plays a significant role in the spread and advancement of digital game-based learning. Digital game-based learning offers educators the opportunity to provide other teaching methods necessary for learners born and raised in a digital environment (Liu et al, 2020)

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