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Information practices and user interfaces: Student use of an iOS application in special education

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Abstract

A framework connecting concepts from user interface design with those from information studies is applied in a study that integrated a location-aware mobile application into two special education classes at different schools; this application had two support modes (one general and one location specific). The five-month study revealed several information practices that emerged from student attempts to overcome barriers within the application and the curriculum. Students engaged in atypical and unintended practices when using the application. These practices appear to be consequences of the user interface and information processing challenges faced by students. Abandoning activities was a strategic choice and was an unanticipated information practice associated with the application’s integration into lessons. From an information processing perspective, it is likely that students reinterpreted information in the location mode as housing application content rather than being location specific and the information practice of taking photos emerged as an expressive use of the device when an instrumental task was absent. Based on these and other emergent practices, we recommend functionality that should be considered when developing or integrating these types of applications into special education settings and we seek to expand the traditional definition of information practice by including human-computer interaction principles.

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Notes

  1. We used the original version – features have been and continue to be added.

  2. See www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.html for more information.

  3. Co-operative (co-op) placements are experiential learning opportunities in the form of credit courses that allow secondary school students in the Toronto District School Board to ‘use what is learned in the classroom and apply it in the workplace. Co-op is an opportunity to “try out” a career and can help with making decisions about your future’. The objective is for students to ‘develop work habits, attitudes and job skills necessary for a successful transition to post-secondary education or the workplace’. See http://www.tdsb.on.ca/HighSchool/YourSchoolDay/Curriculum/ExperientialLearning.aspx

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Authors and Affiliations

  1. Technologies for Aging Gracefully Laboratory (TAGlab), University of Toronto, Toronto, Canada

    Carrie Demmans Epp

  2. Institute of Communication, Culture, Information and Technology, University of Toronto Mississauga, Toronto, Canada

    Rhonda McEwen

  3. Faculty of Environmental Studies, York University, Toronto, Canada

    Rachelle Campigotto

  4. School of Information Studies, McGill University, Montreal, Canada

    Karyn Moffatt

Authors
  1. Carrie Demmans Epp
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  2. Rhonda McEwen
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  3. Rachelle Campigotto
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  4. Karyn Moffatt
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Corresponding author

Correspondence to Rhonda McEwen.

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Demmans Epp, C., McEwen, R., Campigotto, R. et al. Information practices and user interfaces: Student use of an iOS application in special education. Educ Inf Technol 21, 1433–1456 (2016). https://doi.org/10.1007/s10639-015-9392-6

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  • DOI: https://doi.org/10.1007/s10639-015-9392-6

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