Abstract
The objective of this article is to determine which are the international standards and norms of usability that are used in educational technology applied to the teaching of mathematics at secondary and higher education levels, focused on two scenarios: (1) digital educational resources and virtual learning environments (VLEs), and (2) game-based learning. The PRISMA protocol was used and the Scopus and IEEE Xplorer databases, the Springer publishing House and the ACM Digital Library were used for the search strategy. Forty-seven primary studies were selected, emphasizing the use of the ISO/IEC 9241-11 standard. However, the isolated use of criteria to usability assessment without achieving engineering integration is reflected. Primary studies in the teaching of mathematics mainly use the ISO 9241-11:2018 and ISO/IEC 9126-1:2004 standards. Game-based learning scenario uses ISO 9241-11:2018 standards and procedures that guarantee, at least, the integration between efficiency, effectiveness, and ease of use. Digital educational resources and VLEs scenario uses ISO/IEC 9126-1:2004 and ISO/IEC 9241-11:2018 standards, and procedures that guarantee at least the integration between efficiency and ease of use; effectiveness and ease of use; ease of use and accessibility; and effectiveness, ease of use, accessibility, and efficiency.
Highlights
The diversity and specialization of new technologies applied to education (NTAEs) contribute to improving didactics
The analysis of 15 systematic reviews associated with usability standards that are frequently used in the NTAEs at the secondary and higher education levels, are
Digital educational resources and virtual learning environments (VLEs) scenario use ISO 9241-11:2018 standards and the procedures that guarantee at least the integration between efficiency, learnability, and ease of use; efficiency and effectiveness of learning; and learnability, motivation, and flexibility
Summary
The diversity and specialization of new technologies applied to education (NTAEs) contribute to improving didactics. Pedagogical praxis is enriched through pedagogical and technological mediation, due to the characteristics of NTAE (interactivity, ubiquity, and virtuality, among others). This mediation depends on physiological, socioeconomic, and philosophical variables, among others (Almenara & Gimeno, 2019; Hariyanto et al, 2020; Pallarès et al, 2018). The NTAEs are based on educational technology, the general systems theory, educational communication, psychopedagogy, and didactics. Examples of these technologies are: virtual learning environments (VLEs); educational computer systems and digital educational resources (learning objects, audio-visual materials, among others). It is relevant to increase their effectiveness, for which fostering usability is a key issue
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