Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Barriers | 1 |
| Design | 1 |
| Educational Research | 1 |
| Educational Technology | 1 |
| Focus Groups | 1 |
| Intelligent Tutoring Systems | 1 |
| Models | 1 |
| Participation | 1 |
| Partnerships in Education | 1 |
| Teachers | 1 |
| Usability | 1 |
| More ▼ | |
Source
| Grantee Submission | 1 |
Author
| Allen, Laura K. | 1 |
| Corley, Kathleen M. | 1 |
| Kent, Kevin M. | 1 |
| McNamara, Danielle S. | 1 |
| Roscoe, Rod D. | 1 |
| Stone, Melissa L. | 1 |
Publication Type
| Reports - Research | 1 |
Education Level
Audience
Location
| District of Columbia | 1 |
| Tennessee (Memphis) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full textStone, Melissa L.; Kent, Kevin M.; Roscoe, Rod D.; Corley, Kathleen M.; Allen, Laura K.; McNamara, Danielle S. – Grantee Submission, 2017
This chapter explores three broad principles of user-centered design methodologies: participatory design, iteration, and usability considerations. The authors highlight the importance of considering teachers as a prominent type of ITS end user, by describing the barriers teachers face as users and their role in educational technology design. To…
Descriptors: Intelligent Tutoring Systems, Design, Usability, Barriers
