ABSTRACT
Remote teaching emerged as an alternative to face-to-face classes during the COVID-19 pandemic. In this scenario, teachers adopt formative assessments through different approaches. One of these approaches is Game-based Student Response Systems (GSRS). Kahoot! is a prominent GSRS widely adopted in the educational context. Previous studies investigated the effects and use of Kahoot! by students. Still, none of them reports the teachers’ perception of its Usability and User Experience (UX), attributes that influence the tool’s adoption. This paper presents the usability and UX evaluation of Kahoot! from the point of view of teachers and students. To comparatively visualize the difference in the experience of the two profiles of platform users, we included five students and five teachers in the study. The evaluation results showed that teachers were more dissatisfied, although the positive and negative emotions were similar for the two profiles. We then conducted interviews with the teachers to understand the motives behind their dissatisfaction. The interviews helped us determine which aspects related to usability and UX teachers perceived as critical during the use of Kahoot!. Copyright © 2022 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved.
ABSTRACT
Due to the suspension of in-person classes caused by the COVID-19 pandemic, educational institutions had to adapt to remote teaching. Thus, videoconferencing tools were adopted to make it possible. However, using these tools can impact the remote teaching experience. In this paper, we present an investigation about the Google Meet and Zoom. We considered teacher and students profiles concerning Usability, a quality attribute that allows assessing the ease of use of user interfaces, and the User Experience (UX), which provides a holistic view focusing on subjective aspects such as affect and emotions. The purpose of Usability and UX is to understand the impacts of the tools on the quality of the remote teaching experience. Our results indicate that besides the tools, the interaction between teacher and student, in the context of synchronous classes, impacts the remote teaching experience, being an essential aspect of discussion and enabling further investigations within the technology-supported education community. Copyright © 2022 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved.
ABSTRACT
The COVID-19 pandemic created an urgent situation where new approaches were needed for continuing medical education, and virtual learning became the most popular option. Essential Pain Management (EPM) is a 4-modality educational program that provides a simple framework for addressing pain management. It teaches the RAT system (Recognize-Assess-Treat), and face-to-face courses comprise short lectures, case discussions in small groups, and brainstorming on pain management barriers and possible solutions. The four modalities are: 1. EPM-Lite (EPM-L): 4-hour workshop for medical/nursing students;2. EPM-Workshop (EPM-W): Full-day course for healthcare workers;3. EPM-Instructors-Workshop (EPM-I): Half-day course for training instructors;4. Standard-EPM-Program (EPM-SP): Incorporates both EPM-W and EPM-I and is taught over three days. EPM-W is taught on Day 1, EPM-I on Day 2, and 1-4 concurrent EPM-W courses are taught by the new instructors on Day 3. In order to continue the multiplying effect of the EPM program during this COVID-19 pandemic, we ran a Train the Virtual Trainer course for EPM instructors (TVT-EPM-I), the first in the Latin American (LA) region. The TVT-EPM-I was a 6-hour Zoom meeting, convened by five EPM LA instructors and delivered to seventeen anesthesiologists from nine LA countries (Honduras, Ecuador, Argentina, Uruguay, Bolivia, Costa Rica, Venezuela, Nicaragua, Mexico), followed by two EPM-L courses taught by the new instructors. Teaching the technical aspects was challenging during the TVT-EPM-I, including screen sharing, splitting into small groups for case discussion and interaction, use mute/unmute, video on/off, chat, raise-hand, etc. We received excellent feedback, and the participants reported a high level of satisfaction and eagerness to run EPM courses using the virtual modality. Our experience demonstrates that, despite the limitations of virtual teaching, it is possible to continue the multiplying effect of the EPM program in the LA region by implementing the virtual training of EPM instructors. [Table Presented]. [Figure Presented].