Improving Usability of the Interrupting Prolonged Sitting With Activity Virtual Teacher Training Modules: Case Study.

Area of Science:

• Educational Technology
• Teacher Professional Development
• Human-Computer Interaction

Background:

• High-quality professional development is crucial for teachers to implement evidence-based practices like classroom physical activity breaks.
• Virtual asynchronous training offers a flexible alternative to in-person professional development, but design and usability can be limiting factors.

Purpose of the Study:

• To conduct a usability assessment of the Interrupting Prolonged Sitting with Activity (InPACT) virtual teacher training modules.
• To apply a human-centered design (HCD) approach to align training with end-user preferences and needs.

Main Methods:

• A usability assessment of the nine InPACT virtual modules was conducted.
• Methods included online surveys with teachers, heuristic evaluation using Nielsen's heuristics, and competitive analysis of learning management systems.

Main Results:

• Teachers found the modules easy to use and relevant, but suggested improvements in content engagement and technical flexibility.
• Heuristic evaluation identified 14 usability issues, and competitive analysis revealed features enhancing user experience.

Conclusions:

• Human-centered design assessments can improve virtual teacher training for evidence-based practices.
• Recommendations include enhancing engagement, technical flexibility, and user interface elements for better training outcomes.