Abstract

This article presents the findings of a systematic review of perceived usability of educational technology systems. The research was conducted after studying, organizing, and analyzing the results of 104 research papers evaluating perceived usability of educational technologies using the System Usability Scale (SUS). The results were organized on the basis of (a) the usability score obtained when using the SUS, (b) the type of educational technology used, (c) the subject being learned, (d) the level of education, (e) the type of participant, (f) the age, and (g) the number of participants in each survey. Statistical analysis in all surveys (N = 170) demonstrated a good level of usability but with some issues (M = 70.09, SD = 12.98). The categories of Internet platforms (M = 66.25, SD = 12.42), university websites (M = 63.82, SD = 16.52) and affective tutoring systems (ATS) (M = 68.87, SD = 7.30) seem to have a good usability level according to SUS, preceded by mobile applications (M = 73.62, SD = 13.49) and multimedia (M = 76.43, SD = 9.45). Moreover, SUS scores were not found to be significantly related with participants’ age (r = 0.017, p = 0.931, ns), stage of education (p = 0.539, ns), or the type of participants (p = 0.639, ns). Furthermore, the subject being learned (p = 0.038, s) and the number of participants in each survey (r = −0.259, p = 0.001, s) seem to relate to the obtained SUS scores. Α slight, statistically insignificant improvement is noted in the perceived usability over the years (p = 0.182, ns). The findings of this review will serve as a useful reference guide for educational technology designers, practitioners, and teachers.

摘要

本文介绍了对教育技术系统感知可用性的系统评价的结果。该研究是在研究、组织和分析 104 篇使用系统可用性量表 (SUS) 评估教育技术感知可用性的研究论文的结果后进行的。结果的组织基于 (a) 使用 SUS 时获得的可用性分数，(b) 使用的教育技术类型，(c) 学习的主题，(d) 教育水平，(e)参与者类型、(f) 年龄和 (g) 每次调查的参与者人数。所有调查的统计分析 ( N =  170) 显示了良好的可用性水平，但存在一些问题 ( M  = 70.09, SD = 12.98）。互联网平台（M  = 66.25，SD  = 12.42）、大学网站（M  = 63.82，SD  = 16.52）和情感辅导系统（ATS）（M  = 68.87，SD  = 7.30）的类别似乎具有良好的可用性水平SUS，之前是移动应用程序（M  = 73.62，SD  = 13.49）和多媒体（M  = 76.43，SD  = 9.45）。此外，未发现SUS分数与参与者的年龄（r  = 0.017，p  = 0.931，ns）、教育阶段（p  = 0.539，ns）或参与者类型（p  = 0.639，纳秒）。此外，正在学习的主题 ( p  = 0.038, s) 和每次调查的参与者人数 ( r = -0.259, p  = 0.001, s) 似乎与获得的 SUS 分数有关。多年来，在感知可用性方面注意到了轻微的、统计上微不足道的改进（p  = 0.182，ns）。本次审查的结果将为教育技术设计人员、从业人员和教师提供有用的参考指南。