Home PublicationsJRTEPast IssuesVolume 33 Number 3

	Edited by Dr. David J. Ayersman, Mary Washington College, and Dr. W. Michael Reed, New York University
formerly Journal of Research on Computing in Education

JRTE, Volume 33, Number 3, Spring 2001

William A. Sugar
East Carolina University

Abstract

User-centered design proponents advocate the proactive role of the user in the software development process. This study describes how novice software designers interpreted usability sessions and how these designers responded to their users’ reactions to their respective prototypes. Qualitative analysis of class projects, usability sessions, and interviews with three groups of graduate students took place. A follow-up session involved written protocols from another group of graduate students. Overall, these usability sessions had minimal effect on these students’ prototypes and essentially did not yield any valuable information. In an effort to remedy this current situation, this study proposes recommendations on how to improve the training of educational software developers.

Contributor

William Sugar is an assistant professor of educational technology at East Carolina University. His research interests include development of user-centered design methods, collaborative learning environments, and the role of the affective domain in learning.

Address: Dr. William A. Sugar, East Carolina University, Department of Broadcasting, Librarianship, and Educational Technology, Greenville, NC 27858; sugarw@soe.ecu.edu.

Copyright © 2001, ISTE (International Society for Technology in Education). All rights reserved.