ERIC Number: EJ1425038
Record Type: Journal
Publication Date: 2024-Apr
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0273-5024
EISSN: EISSN-1543-2769
Physical Education Teachers' Perceptions of a Motor Competence Assessment Digital App
Eduarda Sousa-Sá; Natalie Lander; Ahmad Abu Alqumsan; Shehab Alsanwy; Darius Nahavandi; Nicole Toomey; Shady Mohamed; Steven Lewis; Lisa M. Barnett
Journal of Teaching in Physical Education, v43 n2 p276-291 2024
Purpose: To refine a motor competence assessment app prototype, enabling its redesign. Method: Workshops were conducted to inform the prototype development. App's usability was evaluated on its ability to communicate relevant information to the teachers (n = 9). A "think out loud" protocol was applied by the users. Results: Both workshops refined the app, namely: "interface," "background," "acceptability/feasibility," "results," "teachers themselves," and "effectiveness." Competitor analysis revealed recommendations for the "wireframe," "visuals," and "proposed skills to be assessed." The need to include a demonstration for first-time users, video guidance, and links to more information for each skill was also raised. There was a recommendation on the design brief features and experiences. Conclusions: This study will provide guidance in discovering how digital solutions may shape motor competence assessment. The usability testing process with the teachers provides insight on the essential/desirable features required on these apps, enabling the prototype's redesign to meet the users' needs.
Descriptors: Physical Education Teachers, Student Evaluation, Psychomotor Skills, Computer Oriented Programs, Usability, Program Effectiveness, Technology Uses in Education, Foreign Countries, Physical Education, Teacher Attitudes, Elementary Secondary Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A