Abstract

As technology use continues to rapidly increase, so too does consumer use of web-based resources. While important, accessibility is often overemphasized by users when consuming and evaluating web resources. This prioritization may have particularly negative consequences for the selection of supports or interventions in educational settings. This study outlines the development of Usage Rating Profile-Web Resource (UPR-WR), an assessment designed to support the identification, evaluation, and use of web resources. Additionally, preliminary validity evidence supporting the URP-WR interpretation and use argument (IUA) is presented. Content validation and exploratory factor analyses results yielded an URP-WR comprised of 31 items across four identified factors: plausibility, accessibility, appearance, and systems support. Extracted factors demonstrated acceptable reliability estimates (α = 0.82–0.93) and levels of social validity. This resulting URP-WR stands to provide assessment data that will aid educators in selecting web resources of quality for use in a practical setting.

摘要

随着技术的使用继续迅速增加，消费者对基于Web的资源的使用也迅速增加。尽管很重要，但是在使用和评估Web资源时，用户经常过分强调可访问性。这种优先次序可能会对教育环境中的支持或干预选择产生特别不利的影响。这项研究概述了使用情况评估配置文件-Web资源（UPR-WR）的开发，该评估旨在支持Web资源的识别，评估和使用。此外，还提供了支持URP-WR解释和使用论点（IUA）的初步有效性证据。内容验证和探索性因素分析结果得出了URP-WR，该项目由31个项目组成，涵盖四个已确定的因素：合理性，可访问性，外观和系统支持。提取的因素显示出可接受的可靠性估计（α= 0.82-0.93）和社会有效性水平。由此产生的URP-WR可以提供评估数据，这将有助于教育工作者选择高质量的网络资源以供实际使用。