Research Methods for Evaluating Technology in Education (EdTech) 00-FF-RME1

Course Overview
This course introduces basic qualitative and quantitative research methods for evaluating the effectiveness of educational technology. Students will explore key research approaches, including interviews, surveys, and randomized controlled experiments, to assess how technology impacts teaching and learning. The course includes hands-on experience in designing studies and conducting research, along with reading and analyzing scientific articles to understand how different methodologies are used to evaluate technological tools in education.

Key Topics Covered
Students will apply research methods to evaluate various EdTech innovations, such as gamification, extended reality (VR/AR), AI-powered chatbots, and digital learning platforms. Topics include assessing the effectiveness of game-based learning, adaptive learning systems, and discussion forums in LMS platforms. Students design and conduct small-scale evaluations by selecting appropriate data collection and analysis strategies and by intepreting findings to inform evidence-based educational decisions.

W cyklu 2025Ln:

Scope of Topics:
Unit 1: Rationale for Evaluating Educational Technology and Formulating Evaluation Questions
- The rapid adoption of EdTech and gaps between innovation and evidence
- Guided mapping of educational technologies and evaluation challenges
Unit 2: Research Design and Methodological Choices
- From research gap to researchable evaluation questions
- Quantitative research foundations (pre- and post-test design, quasi-experimental design, randomised controlled trials etc.)
- Qualitative research foundations (case study design, action-based design, interpretative understanding etc.)
- Mixed-methods research

Unit 3: Data Collection Methods and Instruments
- Data collection instruments
- Ethical principles in educational research
- Secure data storage and responsible digital data handling
Unit 4: Data Analysis Planning and Interpretation of Findings and Evidence-Informed Recommendations
- Basic quantitative data analysis (descriptive statistics, group comparisons)
- Qualitative content analysis
- Mixed-methods integration
- Interpreting results responsibly and identifying limitations
- Translating findings into evidence-informed recommendations

Rodzaj przedmiotu

fakultatywne

Koordynatorzy przedmiotu

Małgorzata Korko

Efekty kształcenia

Wiedza
Ma uszczegółowioną wiedzę na temat istotnych dylematów współczesnej cywilizacji, (w tym etycznych), osadzoną w kontekście wyzwań i zadań pedagogicznych

Umiejętności
Ma umiejętności językowe w zakresie studiowanego kierunku studiów, zgodne z wymaganiami określonymi dla poziomu B2+ Europejskiego Systemu Opisu Kształcenia Językowego.

Kompetencje społeczne
Ma świadomość odpowiedzialności za zachowanie dziedzictwa kulturowego regionu, kraju, Europy rozumiejąc i szanując różnorodność tworzących go tradycji; jest gotów/owa do uczestnictwa w życiu kulturalnym.

Kryteria oceniania

Teaching Methods:
Introductory mini-lectures
Workshop-based research design activities
Discussions and case studies to examine real examples of the use of technology in class
Pair and small group activities

Assessment Criteria
Final Evaluation Project (50%): Design and presentation of an EdTech evaluation project. The project is submitted in a video-recorded presentation summarising the study design, findings, and evidence-informed recommendations.
Workshop Deliverables (25%): Completion of hand-on tasks during each course session, including the development of a logic model, research questions, design rationale, data collection instruments (e.g., interview protocol or survey), and an analysis plan.
Active Participation (20%): Active engagement in the course activities, including participation in discussions, peer feedback sessions, and collaborative analysis exercises.
Final Reflection (5%): Submission of a brief reflective statement in which students critically reflect on their learning process and the challenges of evaluating educational technology in real educational contexts.
51%–60% – Satisfactory (3)
61%–70% – Satisfactory Plus (3+)
71%–80% – Good (4)
81%–90% – Good Plus (4+)
91%–100% – Very Good (5)

Literatura

Literature
1. Cohen, L., Manion, L., & Morrison, K. (2017). Research Methods in Education (8th ed.). Routledge. https://doi.org/10.4324/9781315456539
2. Kaptelinin, V., Nardi, B. A., & Macaulay, C.. (1999). Methods & tools: The activity checklist: a tool for representing the “space” of context. Interactions, 6, 27–39. https://doi.org/10.1145/306412.306431
3. Kucirkova, N., Schewe, O., Campbell, J., Lindroos Cermakova, A., & Pitchford, N. (2025). Developing evidence indicators for evaluating K12 EdTech: towards a consensus on educational impact. Humanities and Social Sciences Communications, 12(1), 1-11.
4. Maxwell, J. A. (2013). Qualitative research design: An interactive approach (3rd ed.). Sage.
5. Mayring, P. (2014). Qualitative content analysis: theoretical foundation, basic procedures and software solution. Klagenfurt. https://nbn-resolving.org/urn:nbn:de:0168-ssoar-395173
6. UNESCO. (2023). Global education monitoring report 2023: Technology in education – A tool on whose terms? UNESCO.

Uwagi

W cyklu 2025Ln:

2 ECTS points (ca. 50 hours)
- 12 contact hours
- 20 hours - video presentation preparation
- 16 hours - reading assigned materials

Więcej informacji

Dodatkowe informacje (np. o kalendarzu rejestracji, prowadzących zajęcia, lokalizacji i terminach zajęć) mogą być dostępne w serwisie USOSweb:

Strona przedmiotu 00-FF-RME1 w USOSweb