超越技术可用性：学习技术可用性综合评估量表（CAUSLT）的探索性因子分析
Beyond Technological Usability: Exploratory Factor Analysis of the Comprehensive Assessment of Usability Scale for Learning Technologies (CAUSLT)
AI总结：
本文针对学习技术领域过度依赖HCI可用性工具的问题，通过155份问卷的探索性因子分析开发CAUSLT量表，提出涵盖技术、教学与社会文化维度的综合评估框架。
摘要：
可用性传统上植根于人机交互（HCI）领域，主要与系统用户界面的技术性能相关。然而，随着学习技术的持续发展，迫切需要从更广泛的视角评估这些工具，不仅涵盖技术维度，还涵盖教学和社会文化维度。本文深入探讨了学习设计与技术（LDT）背景下可用性的多层面本质。我们识别出当前LDT中可用性研究实践的主要不足，尤其是过度依赖源自HCI的测量工具，这些工具可能无法全面捕捉学习技术独特的可用性需求。为应对这些挑战，我们着手开发并分析了学习技术可用性综合评估量表（CAUSLT）。研究共收集并分析了155份问卷回复。本研究利用探索性因子分析，旨在探索开发CAUSLT所需的核心构念。我们的研究结果强调了为学习技术量身定制综合可用性评估框架的重要性和迫切需求，为开发更有效、以用户为中心的教育工具奠定了基础。
英文摘要：
Traditionally rooted in the domain of Human-Computer Interaction (HCI), usability has been primarily associated with the technological performance of a system's user interface. However, as learning technologies continue to advance, a pressing need exists to evaluate these tools from a broader perspective, encompassing not just technological but also pedagogical and sociocultural dimensions. The current paper delves into the multifaceted nature of usability in the context of Learning Design and Technology (LDT). We identified prevailing gaps in current usability research practices within LDT, notably the over-reliance on HCI-derived instruments that may not holistically capture the unique usability demands of learning technologies. To address these challenges, we embarked on the development and analysis of the Comprehensive Assessment of Usability Scale for Learning Technologies (CAUSLT). A total of 155 responses were collected and analyzed. Utilizing exploratory factor analysis, this study aimed to explore core constructs for the development of CAUSLT. Our findings underscore the importance and the critical need for a comprehensive usability evaluation framework tailored for learning technologies, setting the stage for more effective and user-centric educational tools.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
