Meta-synthesis regarding the application of Software Engineering principles on the development of educational technology platforms

Authors

DOI: https://doi.org/10.6018/riite.463421
Keywords: Educational Technology, Technology Integration, Information Technology, Information Systems, Instructional Design

Abstract

Due to the growing presence of digital technology in formal educational environments, digital applications that support teaching-learning processes are becoming more sophisticated and teachers are taking an active part in its design. One of the aspects that has evolved the most is the development of software for the design of educational technology platforms. This aspect has been the subject of various scientific research, but there are no publications that account for how the principles of software engineering have been considered by teachers in the development of software for the design of educational technology platforms. To comply with the above, a systematic review of the specialized literature published in the last five years was carried out with the documentary research method of meta-synthesis. The information was obtained in the scientific databases Springer Link, Science Direct, ERIC and CONRICyT with the following formula: "Software Engineering" AND ("Instructional Design" OR "Educational Technology"). A total of 69 articles written in English or Spanish were analyzed. After a hermeneutical interpretation of the results, the most relevant finding suggests that, although the principles of software engineering are contemplated and applied by most of the teachers, there is a gap between theory and practice regarding educational technology, which derives from the complexity of matching pedagogy with development. Finally, the development of a model that facilitates the application of software engineering principles in the platform design process is suggested, which in turn would facilitate the educational software development process.

Downloads

Download data is not yet available.

Author Biographies

Mauricio Arturo Ibarra-Corona, Universidad Autónoma de Querétaro

Ingeniero de Software egresado de la Facultad de Informática de la Universidad Autónoma de Querétaro y con el grado de Maestro en Sistemas de Información por parte de la misma universidad. Se desempeña como docente e investigador en las áreas de desarrollo web, ingeniería de software y programación. Actualmente, cursa el Doctorado en Innovación en Tecnología Educativa, siguiendo líneas de investigación relativas a la ingeniería de software, desarrollo de web, arquitectura de software y desarrollo de tecnología educativa.

Alexandro Escudero-Nahón, Universidad Autónoma de Querétaro

Doctor en Educación por la Universidad de Barcelona. Pertenece al Sistema Nacional de Investigadores en el Nivel 1 del Consejo Nacional de Ciencia y Tecnología de México (CONACyT). Es profesor investigador de tiempo completo en la Facultad de Informática de la Universidad Autónoma de Querétaro. Coordina el Comité de Investigación y Posgrados en Tecnología Educativa de la Red LaTE México, que es una Red Temática CONACyT.

References

Adnan, N. H., & Ritzhaupt, A. D. (2018). Software Engineering Design Principles Applied to Instructional Design: What can we Learn from our Sister Discipline? TechTrends, 62(1), 77–94. https://doi.org/10.1007/s11528-017-0238-5

Aeiad, E., & Meziane, F. (2019). An adaptable and personalised E-learning system applied to computer science Programmes design. Education and Information Technologies, 24(2), 1485–1509. https://doi.org/10.1007/s10639-018-9836-x

Aguña, A. G. (2012). Patrones en aprendizaje: Concepto, aplicación y diseño de un patrón. RED. Revista de Educación a Distancia, 31, 1–19.

Alharthi, A. D., Spichkova, M., & Hamilton, M. (2019). Sustainability requirements for eLearning systems: a systematic literature review and analysis. Requirements Engineering, 24(4), 523–543. https://doi.org/10.1007/s00766-018-0299-9

Alzahrani, A. I., Al-Samarraie, H., Eldenfria, A., & Alalwan, N. (2018). A DEMATEL method in identifying design requirements for mobile environments: students’ perspectives. Journal of Computing in Higher Education, 30(3), 466–488. https://doi.org/10.1007/s12528-018-9176-2

Area-Moreira, M., Hernández-Rivero, V., & Sosa-Alonso, J. J. (2016). Modelos de integración didáctica de las TIC en el aula. Comunicar, 24(47), 79–87. https://doi.org/10.3916/C47-2016-08

Arimoto, M. M., Barroca, L., & Barbosa, E. F. (2016). AM-OER: An agile method for the development of open educational resources. Informatics in Education, 15(2), 205–233. https://doi.org/10.15388/infedu.2016.11

Arvanitou, E.-M., Ampatzoglou, A., Chatzigeorgiou, A., & Avgeriou, P. (2016). Software metrics fluctuation: a property for assisting the metric selection process. Information and Software Technology, 72, 110–124. https://doi.org/10.1016/J.INFSOF.2015.12.010

Bakki, A., Oubahssi, L., George, S., & Cherkaoui, C. (2020). A Model and Tool to Support Pedagogical Scenario Building for Connectivist MOOC. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-020-09444-8

Bedregal-Alpaca, N., Cornejo-Aparicio, V., Tupacyupanqui-Jaén, D., & Flores-Silva, S. (2019). Evaluación de la percepción estudiantil en relación al uso de la plataforma Moodle desde la perspectiva del TAM. Ingeniare : Revista Chilena de Ingenieria, 27(4), 707–718. https://doi.org/10.4067/S0718-33052019000400707

Bennett, S., Bishop, A., Dalgarno, B., Waycott, J., & Kennedy, G. (2012). Implementing Web 2.0 technologies in higher education: A collective case study. Computers and Education, 59(2), 524–534. https://doi.org/10.1016/j.compedu.2011.12.022

Bettio, R. W. de, Pereira, D. A., Martins, R. X., & Heimfarth, T. (2013). The Experience of Using the Scrum Process in the Production of Learning Objects for Blended Learning. Informatics in Education, 12(1), 29–41. https://doi.org/10.15388/infedu.2013.03

Butler, A. E., Copnell, B., & Hall, H. (2018). The development of theoretical sampling in practice. Collegian, 25(5), 561–566. https://doi.org/10.1016/j.colegn.2018.01.002

Campo, M., Amandi, A., & Biset, J. C. (2020). A software architecture perspective about Moodle flexibility for supporting empirical research of teaching theories. Education and Information Technologies. https://doi.org/10.1007/s10639-020-10291-4

Chen, W., Cheng, H. Y., & Bradley, E. (2017). Improving Online Teaching in a Required Geriatrics Clerkship Using Heuristic Evaluation. Medical Science Educator, 27(4), 871–875. https://doi.org/10.1007/s40670-017-0437-x

Chimalakonda, S., & Nori, K. (2018). A Patterns Based Approach for Design of Educational Technologies. http://arxiv.org/abs/1802.02663

Chimalakonda, S., & Nori, K. V. (2020). A family of software product lines in educational technologies. Computing, 102(8), 1765–1792. https://doi.org/10.1007/s00607-019-00772-x

Chimalakonda, S., & Nori, K. V. (2012). A software engineering perspective for accelerating educational technologies. Proceedings of the 12th IEEE International Conference on Advanced Learning Technologies, ICALT 2012, 754–755. https://doi.org/10.1109/ICALT.2012.214

Chimalakonda, S., & Nori, K. V. (2013). What makes it hard to apply software product lines to educational technologies? 2013 4th International Workshop on Product LinE Approaches in Software Engineering, PLEASE 2013 - Proceedings, 17–20. https://doi.org/10.1109/PLEASE.2013.6608657

Chounta, I. A., Manske, S., & Hoppe, H. U. (2017). “From Making to Learning”: introducing Dev Camps as an educational paradigm for Re-inventing Problem-based Learning. International Journal of Educational Technology in Higher Education, 14(1). https://doi.org/10.1186/s41239-017-0061-2

Coomans, S., & Lacerda, G. S. (2015). PETESE, a Pedagogical Ergonomic Tool for Educational Software Evaluation. Procedia Manufacturing, 3, 5881–5888. https://doi.org/10.1016/j.promfg.2015.07.895

Coutinho, E., & Bezerra, C. (2020). A study on dynamic aspects variability in the SOLAR educational software ecosystem. Journal of the Brazilian Computer Society, 26(1). https://doi.org/10.1186/s13173-020-00103-5

Crescenzi-Lanna, L., & Grané-Oró, M. (2016). Análisis del diseño interactivo de las mejores apps educativas para niños de cero a ocho años. Comunicar, 24(46), 77–85. https://doi.org/10.3916/C46-2016-08

Crowe, D., LaPierre, M., & Kebritchi, M. (2017). Knowledge Based Artificial Augmentation Intelligence Technology: Next Step in Academic Instructional Tools for Distance Learning. TechTrends, 61(5), 494–506. https://doi.org/10.1007/s11528-017-0210-4

Damşa, C., Nerland, M., & Andreadakis, Z. E. (2019). An ecological perspective on learner-constructed learning spaces. British Journal of Educational Technology, 50(5), 2075–2089. https://doi.org/10.1111/bjet.12855

Dehcordi, A. M., & Alavi, S. A. (2019). Structural analysis of Iranian educational technologies. Journal of Global Entrepreneurship Research, 9(1). https://doi.org/10.1186/s40497-018-0130-6

Devedžić, V., & Jovanović, J. (2015). Developing Open Badges: A comprehensive approach. Educational Technology Research and Development, 63(4), 603–620. https://doi.org/10.1007/s11423-015-9388-3

Dodero, J. M., Garcia-Peñalvo, F. J., González, C., Moreno-Ger, P., Redondo, M. A., Sarasa, A., & Sierra, J. L. (2012). Points of view on software engineering for eLearning (panel session). 2012 International Symposium on Computers in Education, SIIE 2012, May 2014. https://bit.ly/34aaepf

Douglas, I. (2001). Instructional design based on reusable learning objects: Applying lessons of object-oriented software engineering to learning systems design. Proceedings - Frontiers in Education Conference, 3. https://doi.org/10.1109/fie.2001.963968

Dybå, T., & Dingsøyr, T. (2008). Empirical studies of agile software development: A systematic review. Information and Software Technology, 50(9–10), 833–859. https://doi.org/10.1016/J.INFSOF.2008.01.006

Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47–61. https://doi.org/10.1007/BF02299597

Flores-Fuentes, G., & Juárez-Ruiz, E. de L. (2017). Aprendizaje basado en proyectos para el desarrollo de competencias matemáticas en bachillerato. Revista Electrónica de Investigación Educativa, 19(3), 71–91. https://doi.org/10.24320/redie.2017.19.3.721

Frimpon, M. F. (2012). A re-structuring of the critical success factors for e-learning deployment. American International Journal of Contemporary Research, 2(3), 115–127. https://bit.ly/3bFTRoe

Garcia, I., Pacheco, C., & Garcia, W. (2009). A cooperative application to improve the educational software design using re-usable processes. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 5738 LNCS, 93–100. https://doi.org/10.1007/978-3-642-04265-2_13

Gašević, D., Mirriahi, N., Dawson, S., & Joksimović, S. (2017). Effects of instructional conditions and experience on the adoption of a learning tool. Computers in Human Behavior, 67, 207–220. https://doi.org/10.1016/j.chb.2016.10.026

Gisbert, J. P., & Bonfill, X. (2004). ¿Cómo realizar, evaluar y utilizar revisiones sistemáticas y metaanálisis? Gastroenterologia y Hepatologia, 27(3), 129–149. https://doi.org/10.1157/13058397

Golitsyna, I. (2015). Application of Web Services in Teaching of IT-Discipline. Procedia - Social and Behavioral Sciences, 214, 578–585. https://doi.org/10.1016/j.sbspro.2015.11.763

González-González, C. S., Toledo-Delgado, P., & Muñoz-Cruz, V. (2015). Agile human centered methodologies to develop educational software. DYNA (Colombia), 82(193), 187–194. https://doi.org/10.15446/dyna.v82n193.53495

González-Martínez, J. A., Bote-Lorenzo, M. L., Gómez-Sánchez, E., & Cano-Parra, R. (2015). Cloud computing and education: A state-of-the-art survey. Computers and Education, 80, 132–151. https://doi.org/10.1016/j.compedu.2014.08.017

Jabangwe, R., Edison, H., & Duc, A. N. (2018). Software engineering process models for mobile app development: A systematic literature review. Journal of Systems and Software, 145, 98–111. https://doi.org/10.1016/J.JSS.2018.08.028

Kale, U., Yuan, J., & Roy, A. (2020). To design or to integrate? Instructional design versus technology integration in developing learning interventions. Educational Technology Research and Development. https://doi.org/10.1007/s11423-020-09771-8

Kali, Y., McKenney, S., & Sagy, O. (2015). Teachers as designers of technology enhanced learning. Instructional Science, 43(2), 173–179. https://doi.org/10.1007/s11251-014-9343-4

Kohen-Vacs, D., Milrad, M., Ronen, M., & Jansen, M. (2016). Evaluation of enhanced educational experiences using interactive videos and web technologies: pedagogical and architectural considerations. Smart Learning Environments, 3(1). https://doi.org/10.1186/s40561-016-0029-z

Kugley, S., Wade, A., Thomas, J., Mahood, Q., Jørgensen, A. K., Hammerstrøm, K., & Sathe, N. (2017). Searching for studies: a guide to information retrieval for Campbell systematic reviews. En A. Aloe (Ed.), Campbell Methods Series: Method Guide 1 (1.1). The Campbell Collaboration. https://doi.org/10.4073/cmg.2016.1

Leary, H., & Walker, A. (2018). Meta-Analysis and Meta-Synthesis Methodologies: Rigorously Piecing Together Research. TechTrends, 62(5), 525–534. https://doi.org/10.1007/s11528-018-0312-7

Marcolino, A. S., & Barbosa, E. F. (2017). Towards a Software Product Line Architecture to Build M-learning Applications for the Teaching of Programming. Proceedings of the 50th Hawaii International Conference on System Sciences (2017), 6264–6273. https://doi.org/10.24251/hicss.2017.758

Mardis, M. A., Ma, J., Jones, F. R., Ambavarapu, C. R., Kelleher, H. M., Spears, L. I., & McClure, C. R. (2018). Assessing alignment between information technology educational opportunities, professional requirements, and industry demands. Education and Information Technologies, 23(4), 1547–1584. https://doi.org/10.1007/s10639-017-9678-y

Martin, S., Diaz, G., Plaza, I., Ruiz, E., Castro, M., & Peire, J. (2011). State of the art of frameworks and middleware for facilitating mobile and ubiquitous learning development. Journal of Systems and Software, 84(11), 1883–1891. https://doi.org/10.1016/j.jss.2011.06.042

Masson, P., & Udas, K. (2009). An agile approach to managing open educational resources. On the Horizon, 17(3), 256–266. https://doi.org/10.1108/10748120910993286

McEneaney, J. E. (2016). Simulation-Based Evaluation of Learning Sequences for Instructional Technologies. Instructional Science, 44(1), 87–106. https://doi.org/10.1007/s11251-016-9369-x

Meza Cano, J. M., Morales Ruiz, M. E., & Flores Macias, R. D. C. (2016). Variables individuales relacionadas con la instruccion en el uso de entornos personales de aprendizaje. Educación, 25(48), 87–106. https://doi.org/10.18800/educacion.20l601.005

Muyinda, P. B. (2007). MLearning: pedagogical, technical and organisational hypes and realities. Campus-Wide Information Systems, 24(2), 97–104. https://doi.org/10.1108/10650740710742709

Nori, K. V., Reddy, Y. R., & Chimalakonda, S. (2014). Challenges for software engineering in educational technologies. Proceedings of 2014 International Conference on Contemporary Computing and Informatics, IC3I 2014, 267–272. https://doi.org/10.1109/IC3I.2014.7019725

Osuna-Acedo, S., Marta-Lazo, C., & Frau-Meigs, D. (2018). De sMOOC a tMOOC, el aprendizaje hacia la transferencia profesional: El proyecto europeo ECO. Comunicar, 26(55), 105–114. https://doi.org/10.3916/C55-2018-10

Oyelere, S. S., & Suhonen, J. (2016). Design and implementation of MobileEdu M-learning application for computing education in Nigeria: A design research approach. Proceedings - 2016 International Conference on Learning and Teaching in Computing and Engineering, LaTiCE 2016, 27–31. https://doi.org/10.1109/LaTiCE.2016.3

Oyelere, S. S., Suhonen, J., Wajiga, G. M., & Sutinen, E. (2018). Design, development, and evaluation of a mobile learning application for computing education. Education and Information Technologies, 23(1), 467–495. https://doi.org/10.1007/s10639-017-9613-2

Pástor, D., Jiménez, J., Arcos, G., Romero, M., & Urquizo, L. (2018). Patrones de diseño para la construcción de cursos on-line en un entorno virtual de aprendizaje. Ingeniare. Revista Chilena de Ingenieria, 26(1), 157–171. http://dx.doi.org/10.4067/S0718-33052018000100157

Plaza, I., Marcuello, J. J., Igual, R., & Arcega, F. (2009). Proposal of a quality model for educational software. 20th EAEEIE Annual Conference, EAEEIE 2009 - Formal Proceedings. https://doi.org/10.1109/EAEEIE.2009.5335484

Richardson, J. C., Brush, T., Ottenbreit-Leftwich, A., Karlin, M., Leary, H., Shelton, B. E., Lowell, V., Exter, M. E., Strycker, J., & Shin, S. (2020). Innovations in Instructional Design and Technology Programs: a View from PIDT 2018. TechTrends, 64(3), 432–438. https://doi.org/10.1007/s11528-019-00445-8

Ritzhaupt, A. D., & Kumar, S. (2015). Knowledge and Skills Needed by Instructional Designers in Higher Education. Performance Improvement Quarterly, 28(3), 51–69. https://doi.org/10.1002/piq.21196

Rook, M., Choi, K., & McDonald, S. (2015). Learning Theory Expertise in the Design of Learning Spaces: Who Needs a Seat at the Table? Journal of Learning Spaces, 4(1), 17–29.

Roschelle, J., DiGiano, C., Koutlis, M., Repenning, A., Phillips, J., Jackiw, N., & Suthers, D. (1999). Developing educational software components. Computer, 32(9), 50–58. https://doi.org/10.1109/2.789751

Salinas, J. I., & Marín, V. I. J. (2019). Metasíntesis cualitativa sobre colaboración científica e identidad digital académica en redes sociales. RIED. Revista Iberoamericana de Educación a Distancia, 22(2), 97. https://doi.org/10.5944/ried.22.2.23238

Sengupta, S., Chaki, N., & Dasgupta, R. (2009). Learners ’ Quanta based Design of a Learning Management System. International Journal of Education and Information Technologies, 3(1), 67–74. https://bit.ly/3wj62zc

Sengupta, S., & Dasgupta, R. (2017a). Architectural design of a LMS with LTSA-conformance. Education and Information Technologies, 22(1), 271–296. https://doi.org/10.1007/s10639-015-9443-z

Sengupta, S., & Dasgupta, R. (2017b). LTSA conformance testing to architectural design of LMS using ontology. Education and Information Technologies, 22(6), 3017–3035. https://doi.org/10.1007/s10639-016-9569-7

Setirek, A. C., & Tanrikulu, Z. (2015). Significant Developmental Factors that can Affect the Sustainability of Mobile Learning. Procedia - Social and Behavioral Sciences, 191, 2089–2096. https://doi.org/10.1016/j.sbspro.2015.04.336

Squires, D., & Preece, J. (1999). Predicting quality in educational software: Evaluating for learning, usability and the synergy between them. Interacting with Computers, 11(5), 467–483. https://doi.org/10.1016/S0953-5438(98)00063-0

Sun, P. C., Tsai, R. J., Finger, G., Chen, Y. Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers and Education, 50(4), 1183–1202. https://doi.org/10.1016/j.compedu.2006.11.007

Tabares Morales, V., Duque Méndez, N. D., & Carranza, Ovalle, D. A. (2017). Modelo por capas para evaluación de la calidad de Objetos de Aprendizaje en repositorios. Revista Electrónica de Investigación Educativa, 19(3), 33–48. https://doi.org/10.24320/redie.2017.19.3.1128

Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology, 8. https://doi.org/10.1186/1471-2288-8-45

Torres, J., Resendiz, J., Aedo, I., & Dodero, J. M. (2014). A model-driven development approach for learning design using the LPCEL Editor. Journal of King Saud University - Computer and Information Sciences, 26(1), 17–27. https://doi.org/10.1016/j.jksuci.2013.10.004

Vega López, N. A., Perales-Escudero, M. D., Correa Gutiérrez, S., Murrieta Loyo, G., & Reyes Cruz, M. del R. (2019). Validación de la escala de medida de prácticas educativas de la lectura comparativa. Revista mexicana de investigación educativa, 24(83), 1077–1107. https://bit.ly/3hzbCcM

Yeoman, P., & Ashmore, N. (2018). Moving from pedagogical challenge to ergonomic challenge: Translating epistemology into the built environment for learning. Australasian Journal of Educational Technology, 34(6), 1–16. https://doi.org/10.14742/ajet.4502

Yulianto, B., Heriyanni, E., Dewi, L. C., & Adinugroho, T. Y. (2015). Architecture and Implementation of Instant Messaging in Educational Institution. Procedia Computer Science, 59, 5–13. https://doi.org/10.1016/j.procs.2015.07.331

Zadahmad, M., & Yousefzadehfard, P. (2016). Agile development of various computational power adaptive web-based mobile-learning software using mobile cloud computing. International Journal of Web-Based Learning and Teaching Technologies, 11(2), 61–72. https://doi.org/10.4018/IJWLTT.2016040104

Zhang, S., & Dorn, B. (2012). Accelerating Software Development through Agile Practices - A Case Study of a Small-scale, Time-intensive Web Development Project at a College-level IT Competition. Journal of Information Technology Education: Innovations in Practice, 11, 25–37. https://doi.org/10.28945/1545

Published
01-06-2021
How to Cite
Ibarra-Corona, M. A. ., & Escudero-Nahón, A. (2021). Meta-synthesis regarding the application of Software Engineering principles on the development of educational technology platforms. RiiTE Interuniversity Journal of Research in Educational Technology, (10), 62–75. https://doi.org/10.6018/riite.463421
Issue
Section
ARTÍCULOS