차별화교수지원 스마트툴의 설계 및 개발 연구 : 사용자 중심 설계 = Design and development of a smart-tool for differentiated instruction : a user-centered design approach

다국어 초록 (Multilingual Abstract)

This study presents the design of a new smart-tool to facilitate Differentiated Instruction (DI) practice and develops prototypes to evaluate the tool. In particular, a User-Centered Design (UCD) process was adopted to develop the smart-tool for an optimal User eXperience (UX).
As the first step of the UCD process, user’s needs and system requirements were analyzed by conducting interviews with teachers and community members. The
analysis of the interview data revealed three aspects: activity system about DI practice, facilitating factors, and conflicting factors in practicing DI. The activity system helped to understand DI practice in Korean primary school environments. The facilitating factors provided insights into how best to promote DI practice among teachers. Finally,
the conflicting factors revealed the barriers Korean primary teachers face in implementing DI.
In the second step of the UCD process, scenarios were developed based on the findings to describe alternative conceptual designs within the user’s contexts and to
envision the future use possibilities of the newly designed tool. Then, the system features and technologies to be applied to the new tool designed in this study were
defined from the personas and scenarios.
To summarize, the features of the conceptualdesigns were linked with 32 conflicting factors and 13 facilitating factors as well as common aspects from a review of teacher’s tools for DI practice. The approach was based on the assumption that if the problems with some conflicts were solved and facilitating factors were given on the newly developed tool, teachers might be more encouraged to use DI practice. Then, as the third and fourth step of the UCD process, physical designs including a low-fidelity prototype and a high-fidelity prototype were implemented. Three rounds of evaluation with the interactive designs were conducted to validate the requirements analysis and to finalize the conceptual designs and tools for supporting teachers and facilitating DI practice. Each of the three rounds of evaluation had a different purpose.
The first evaluation explored the new conceptual designs and examined the feasibility of the new tool by reviewing the scenario with real users. The second evaluation
investigated the efficacy of the design features and made decisions concerning the alternatives using formative evaluation by evaluating the low-fidelity prototype. The
final evaluation measured user performance and optimal User eXperience (UX) by eliminating the usability problems revealed by the summative evaluation and by
evaluating the high-fidelity prototype. Through three rounds of evaluation, the conceptual designs as well as the physical designs were revised to become more user-centered. From the findings of the first evaluation, a new scene and new detailed accidents in the existing scenes of the scenario were modified and supplemented. For example, the scenes about students with ADHD and multi-cultural family backgrounds were augmented, reflecting real
activities and contexts. In the second evaluation, decisions on the features were made by analyzing the discussions of the seven claims. The final evaluation helped to
evaluate the performance of the tool and overall satisfaction in terms of UX. The final results were both the scenarios as a representation of the final conceptual design and a
smart-phone application prototype as an example physical device.
In summary, this study has a number of practical implications for DI practice at Korean primary schools, which reinforces the importance of field-testing designs in
addition to following best practices. This empirical study helped to establish a better understanding of the barriers teachers face in implementing DI in their current teaching
and learning environment. Furthermore, as a small effort to solve the problems at Korean primary schools in terms of DI practice, this study suggests a new smart-tool to
facilitate teacher’s DI practice. This study also provides guidelines and crucial considerations about applying smart-technologies in education such as personal
information security, private protection, and accuracy of pushing information from the user’s perspective grounded in empirical data. Furthermore, the final smart-application
suggests an innovative teacher’s tool to supplement a lack of implementation of DI on smart-device.

목차 (Table of Contents)

• CHAPTER 1. INTRODUCTION .............................................................................................. 1
• 1.1. PURPOSE OF THE STUDY........................................................................................................ 1
• 1.2. RESEARCH QUESTIONS ......................................................................................................... 4
• 1.3. TERMINOLOGY ...................................................................................................................... 5
• 1.3.1. Smart-Tools ................................................................................................................ 5
• 1.3.2. Differentiated Instruction (DI) .................................................................................. 5
• 1.3.3. User-Centered Design (UCD) Process ...................................................................... 6
• 1.3.4. Universal Design for Learning (UDL) ...................................................................... 6
• 1.3.5. Activity Theory (AT) ................................................................................................... 7
• CHAPTER 2. THEORETICAL FOUNDATIONS .................................................................. 8
• 2.1. ACTIVITY THEORY .......................................................................................................... 9
• 2.1.1. Introduction................................................................................................................ 9
• 2.1.2. Meaning of Tools and Contradictions in Activity Theory ........................................11
• 2.1.3. Activity Theory in Practical Design and Evaluation ............................................... 13
• 2.1.4. Summary .................................................................................................................. 16
• 2.2. DIFFERENTIATED INSTRUCTION (DI) ................................................................................. 17
• 2.2.1. Introduction of Differentiated Instruction .............................................................. 17
• 2.2.2. Differentiated Instruction ........................................................................................ 18
• 2.2.3. Universal Design for Learning (UDL) .................................................................... 21
• 2.2.4. UDL as a Macro-adaptive Instructional Framework ............................................. 23
• 2.2.5. Teacher’s Tools for DI.............................................................................................. 26
• 2.2.6. Summary .................................................................................................................. 29
• 2.3. SMART-TECHNOLOGIES ...................................................................................................... 31
• 2.3.1. Introduction.............................................................................................................. 31
• 2.3.2. Smart-Technologies.................................................................................................. 32
• 2.3.3. SMART Education and SMART School ................................................................. 35
• 2.3.4. Smart-phone version of Planning for All Learners Toolkit .................................... 37
• 2.3.5. Summary .................................................................................................................. 39
• CHAPTER 3. METHODOLOGY ........................................................................................... 42
• 3.1. RESEARCH DESIGN AND PROCEDURE ................................................................................. 42
• 3.2. CHOICE OF SETTING............................................................................................................ 47
• 3.3. PARTICIPANTS SELECTIONS ................................................................................................ 48
• 3.3.1. Interviews for Conceptual Designs .......................................................................... 48
• 3.3.2. Evaluations ............................................................................................................... 51
• 3.4. INSTRUMENTS ...................................................................................................................... 54
• 3.4.1. Interviews for Conceptual Designs .......................................................................... 54
• 3.4.2. Evaluations ............................................................................................................... 55
• 3.5. ANALYSIS OF THE DATA ....................................................................................................... 64
• 3.5.1. Analysis of interviews ............................................................................................... 64
• 3.5.2. Analysis of Evaluations ............................................................................................ 65
• CHAPTER 4. FINDINGS AND RESULTS ............................................................................ 68
• 4.1. FINDINGS IN ANALYZING INTERVIEW ................................................................................. 68
• 4.1.1. Activity System about DI Practice............................................................................ 68
• 4.2.2. Facilitating Factors.................................................................................................. 73
• 4.2.3. Conflicting Factors .................................................................................................. 77
• 4.3. FINDINGS IN ANALYZING EVALUATIONS ............................................................................. 84
• 4.3.1. The First Evaluation: Scenario Review .................................................................. 84
• 4.3.2. The Second Evaluation: Low-fidelity Prototype ..................................................... 86
• 4.3.3. The Third Evaluation: High-fidelity Prototype ....................................................... 92
• 4.4. RESULTS OF INTERVIEW .................................................................................................... 100
• 4.4.1. Results in User’s Needs .......................................................................................... 100
• 4.4.2. Results of System Requirements ............................................................................ 104
• 4.5. RESULTS OF THREE ROUNDS OF EVALUATION .................................................................. 110
• CHAPTER 5. DISCUSSION AND CONCLUSION ............................................................ 121
• 5.1. DISCUSSIONS AND IMPLICATIONS ..................................................................................... 121
• 5.2. POTENTIAL FOR FUTURE STUDY....................................................................................... 132
• 5.3. CONCLUSION ..................................................................................................................... 134
• REFERENCES ....................................................................................................................... 138
• APPENDIX 1. INTERVIEW QUESTIONNAIRE............................................................... 147
• APPENDIX 2. PERSONA ...................................................................................................... 156
• APPENDIX 3. SCENARIO .................................................................................................... 159
• APPENDIX 4. LOW-FIDELITY PROTOTYPE ................................................................. 169
• APPENDIX 5. CONSENT FORM ........................................................................................ 176

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