Continuously assess and re-evaluate feature implementation through user-centered research, including default-setting experiments¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report's third key takeaway is continuous assessment of feature implementation: examining feature use and engagement at the student level is a first step in demonstrating how teachers and students may incorporate product features to meaningfully tailor instruction through edtech. The experimental audio-default study showed that when audio was available to more students, more students used it, leading the authors to conclude that continuous re-evaluation of how features are implemented may be a valuable source of information for product developers and may suggest ways to reach more learners through user-centered research.

Design Implications¶

Context¶

Requirements¶

• Requires partnership resources for rigorous investigation, which the report notes most edtech products lack internally.

Constraints¶

• Further research is needed to determine how features such as these affect learning; personalized learning comprises many interrelated strategies whose combinations need sorting out.

Target Learners¶

• Edtech product developers and researchers serving K-12 learners

Target Learning Goals¶

• Improving edtech design and implementation for diverse learners

Related Strategies¶

• Pursue continuous collaboration between digital learning platform providers and school districts, with teacher training, to interconnect platform use with instruction
• Regularly evaluate parent councils through surveys and feedback, supported by a family engagement coordinator
• Raise teacher awareness of new features through professional development and outreach

Examples¶

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Key Sources¶

• Tare, M. & Shell, A. R. (2019). Designing for learner variability: Examining the impact of research-based edtech in the classroom. Washington, DC: Digital Promise Global. https://digitalpromise.dspacedirect.org/items/82839c44-adb1-400c-b422-9bfbbca65985. doi:10.51388/20.500.12265/81