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Usability Evaluation of Educational Tablet, a Case Study Of USABILITY EVALUATION OF EDUCATIONAL TABLET, A CASE STUDY OF OSUN TECHNOLOGY ENHANCED LEARNING SYSTEM, NIGERIA Ph.D. Thesis Proposal Seminar By TIJANI, Olawale Kazeem (Matric-No: 11/68OO001) Department of Educational Technology Faculty of Education, University of Ilorin Supervisor: Dr. O. O. Obielodan Date: January 16th, 2014 Time: 10 a.m 1 TABLE OF CONTENTS TITLE PAGE TABLE OF CONTENTS……………………………………………………………………………………….i CHAPTER ONE INTRODUCTION Background to the Study…………………………………………………………………………………..1 Statement of the Problem …………………………………………………………………...............28 Purpose of the Study ………………………………………………………………………………………31 Research Questions …………………………………………………………………………...............32 Scope of the Study …………………………………………………………………………………………32 Clarification of Terms ………………………………………………………………………………………33 Significance of the Study ….……………………………………………………………………………..34 CHAPTER TWO REVIEW OF RELATED LITERATURE Theoretical Framework…………………………………………………………………………………….36 Concept and Methods of Usability……………………………………………………………………..43 Empirical Studies of Usability Evaluation…………………………………………………………….83 2 Information and Communication Technology and Education………………………………88 Barriers to ICT in Education……………………………………………………………………………..94 Concept of Mobile Learning and Education……………………………………………………….103 The Evolution and Impact of Tablets in Education…………………………………………….118 Osun Technology Enhanced Learning System (Opon-imo)…………………………………139 Appraisal of Reviewed Literature……………………………………………………………………..144 CHAPTER THREE RESEARCH METHODOLOGY Research Type ……………………………………………………………………………………………..152 Sample and Sampling Technique…………………………………………………………………….152 Research Instrument…………………………………………………………………………………….153 Validation of Research Instrument………………………………………………………………….155 Reliability of Research Instrument……………………………………………………………………155 Procedure for Data Collection…………………………………………………………………………156 Data Analysis Technique…………………………………………………………………………………157 References …………………………………………………………………………………………………..158 Appendices……………………………………………………………………………………………………177 3 CHAPTER ONE INTRODUCTION Background to the Study Education in the world today is on a superhighway and its vehicle is the Information and Communication Technology (hereafter ICT). Nigeria as a developing country and a member of global community cannot afford to be left behind on this important contemporary global journey. A major effort at keeping up with the rest of the world in this modern era is evident in the National Policy on Education where the Federal government recognizes the importance of being in tune with the modern world even in education. Nigeria in her National Policy on Education affirmed the need to make education one which will meet the needs of individual citizens and society at large in consonance with the realities of our immediate environment and modern world (FRN, 2004). This, by inference, means that Nigeria educational system will not be blinded to the development in the modern world and also that efforts will be channeled towards bringing whatever positive innovations (Technology) in the modern world in education into Nigerian environment for the benefit of individual participants and the general society. It has been argued that development of any nation is dependent on her level of educational advancement and as it is today, no country can claim to be educationally advanced unless it embraces technology for her educational activities in order to aid 4 her citizens‘ smooth transition from the information society into the emerging global knowledge economy with the focus more on how people use knowledge rather than technology (Olagunju, 2003; Nancy, 2008). Since the emergence of ICT into the modern world, its relevance is found in almost all facets of human life; education, health, entertainment, sports etc. The present era is regarded as the ―Knowledge age‖ (Yusuf, 2005), where information is available anytime, anywhere and to whoever has the appropriate medium to access, share or distribute as applicable. This fact cannot be ignored in this part of the world because, development in any nation has been argued to be dependent on its level of educational advancement and as it is today; no country can claim to be educationally advanced except it embraces technology for its educational activities (Olagunju, 2003; Nancy, 2008). Learning is becoming more complex, especially in a developing nation like Nigeria as a result of high volume of information the learners are expected to process and cope with at all levels of our educational system (Koole & Ally n.d.). Therefore, every serious country whose aim is to compete favourably in todays‘ knowledge economy should rethink her process of educating her young ones, has submitted by Lane (2012) ―To teach our children in the way we were taught, prepares them for the past not the future‖ (p. 59). This fact was not lost on formulators of Nigeria Educational Policy and as such Nigeria does not lack in deliberate policy to catch-in on the opportunity offered by technology to effectively cope with the changing world. As rightly put in the 5 philosophy and goals of Nigeria educational policy that ―modern educational techniques shall be increasingly used and improved upon at all levels of the educational system‖ to bring about the desired educational outcomes (FRN, 2004). The introduction of ICT into teaching and learning situations was never an accident as canvassed by Melhuish and Fallon (2010) that, education has a well- established history of taking devices not originally intended for educational purposes, and attempting to appropriate them for educational gain, therefore, its introduction was a calculated attempt at making learners learn more in less time, anywhere, anytime without reducing quality (Tijani, 2009). Roblyer and Edwards, (2000) in Samak (2006) proposed five reasons for technology use in education: (1) motivation, (2) distinctive instructional abilities, (3) higher productivity of teachers, (4) essential skills for the Information Age, and (5) support for new teaching techniques. The volume of information available to learners in the world today can only be imagined and in an effort to improve on the volume, means, how and when the learners are exposed to this enormous information, necessitated the world newest found love with ICT in education to fill the obvious gap created by the fact that no single teacher can supply all the required up-to-date and complete information in his/her subject area to the students (Iyeke, 2011). Several researches have been conducted on the potency of ICT in teaching learning situations across various modes; CAI, video, PowerPoint, radio, internet, web quest, etc. and results have shown that it is a veritable tool, when appropriately used in bringing about improved learning performance across levels of education and 6 in various subject areas (Yusuf, 1997; Egunjobi, 2003; Ibode 2004; Aduwa- Ogiegbaen & Iyamu 2005; Tijani, 2009; Adeyemo, (2010); Omiola, 2011). Others have looked at ICT for other purposes other than teaching- learning and it has also been found to be efficient and bring about enhanced educational administrative processes (Palmén, 2011; Krubu, & Osawaru,2011; Zambuk & Ya‘u Gital, 2012; Adebayo, 2012). ICT has been explained by many authors in various forms (Zuochen & Dragana, 2008; Ajayi & Ekundayo, 2009; Adeyemo, 2010; Esharenana & Emperor 2010; Iyeke, 2011) but the consensus is that, ICT comprises of modern technological products (software and hardware) that are used to collect, gather, store, process and transmit information from one point to the other. Therefore, ICT can be define as all modern technological products (software and hardware) that can be used to access, collect, gather, store, process and transmit learning contents from one point to the other by the learners and teachers. ICT has reduced the human world which hitherto appeared big into a global village, information sharing and gathering are now done in matter of seconds. Knowledge is becoming obsolete as soon as they are acquired, learnt and shared (Anaza, 2011). It has destroyed and still destroying all known geographical barriers; local, national and international in information system, closing up the physical space and making the world more shrinking information-wise by making information available to anybody, anywhere and at any time (Olagunju,2003). 7 ICT when appropriately used in various modes and across various subjects especially in controlled settings (Şahin-kizil,2011) has been found to be a potent tool in bringing about an improved learning outcome and enhanced participants attitudes (Cavas, Cavas, Karaoglan & Kisla, 2009). Temi (2003) while commenting on the importance of ICT in education argued that, without ICT support for students and staff, the preparedness and survival of trainees amidst enormous information challenges will be elusive. In other to solve these problems of large volume of available information, large class size, inadequate learning resource which could lead to poor learning environment and students inability to participate actively in the teaching and learning processes, integration of ICT should therefore be encouraged (Olagunju,2003). The benefits of ICT in education are enormous. These benefits spread across all education activity such as students‘ registration, payment of fees, checking of results, etc. Nyenwe and Ishikaku (2013) highlighted the benefits of ICT integration into education to include: i. ICT improves access to and promotes equity in education by providing educational
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