Abstract:

Horizon 2020 NEWTON Project is focused on designing, developing, implementing and deploying innovative Technology-Enhanced Learning (TEL) applications to enhance learner satisfaction and improve the quality of learner experience together with students’ knowledge acquisition. Its methodologies include multimedia and multiple sensorial media (mulsemedia), Augmented Reality (AR) and Virtual Reality (VR), Virtual Labs (VL) and fabrication labs (Fab Labs), gamification and game-based learning implemented within different pedagogical environments, such as self-directed, problem-based and inquiry-based learning. All NEWTON technologies are integrated into a novel learning management system, the NEWTON Project TEL Platform, NEWTELP.

During the second semester of the 2017/2018 academic year two Large-Scale Pilot studies were carried out in two primary schools in Dublin, Ireland - one school all boys, the other all girls. Two cohorts of around 30 pupils participated in each school. One class group in each school used NEWTON applications as an introductory tool to a topic. The other class in each school used the NEWTON applications as a revision tool, whereby they were initially presented the educational content by their usual teacher 4 to 10 weeks before the NEWTON lessons.

The Earth Course was a large-scale NEWTON pilot carried out in each of the two schools, and focused on four major topics: Biosphere, Atmosphere/Physics, Geosphere and Astronomy. Eight separate NEWTON-based lessons were carried out in each class over eight weeks, employing a range of NEWTON applications: Water Cycle in Nature, Wildlife I and II, Sea-life I and II, Final Frontier I and II and Geography. The NEWTON project platform, NEWTELP, was used for all applications and assessments throughout the pilot duration. Various assessments were carried out in both schools, including knowledge acquisition, learner motivation and affective state and usability of both the NEWTON Project platform, NEWTELP, and the employed applications. The assessments were both qualitative and quantitative, deploying a range of methodologies including surveys, interviews and focus groups. Both learners and teachers were engaged as part of the assessment.

This paper reports the results of the usability evaluation for both schools. Overall, the students were very positive about the NEWTON approach and its platform. Some of the quotes included „it’s easy to use, I like the animation and I like the way we can roam the Earth”, „they’re interesting, unusual and fun”, „I like how we learn a lot and the games are fun”, „more games would be spectacular”, „It's interesting. It's easy and it's beautiful”. The majority of participating students (95% of boys and over 80% of girls) found the NEWTON approach useful, particularly in classes which employed it as an introductory tool. Approximately 65% of boys in the revision group found it useful, compared to just under 73% of the revision group girls. This paper will present a more detailed report on usability of the NEWTON learning management system, NEWTELP, and all Earth Course applications. A comparison in usability between employing the NEWTON applications as an introductory tool as opposed to a revision tool will be carried out for each school. We will also pay significant attention to the gender aspects to explore the extent to which female and male students responded differently to the NEWTON approach to learning.

Keywords:

TEL, STEM, learning management system, computer-supported education, gamification, game-based learning, Virtual Reality, Virtual Labs.