Evaluation of multimedia programs in sport science education

When developing multimedia as an educational tool formative and summative evaluations should be applied during this process. Among other aspects, these evaluations can pertain to the extent and way of use, the learning contents and their formal presentation, the learning results, the acceptability and the usability of the multimedia tool. Furthermore effectivity and efficiency of the multimedia program can be examined. Several qualitative and quantitative tools can be applied (Wandmacher, 2000), e.g., expert evaluation according to specific models of cognition, perception and action, discussions and interviews with users, observation of users in real-life or laboratory, heuristic evaluation, using paper or electronic prototypes or scenario techniques. In our institute we are currently developing three multimedia tools for education: − Program “EidS” for introduction to studying sport sciences. This program is used as a supplement for a course “introduction to the study of sport science” that is offered to freshmen of sport science. − Program “BWS-CBT” for introduction to movement science. This program is applied as a supplement for a lecture “basics of movement science in sport”. − Program “BioPrinz” for introduction to the principles of biomechanics. This program is applied as a supplement for a course “introduction to biomechanics of sport”. During the development process we apply the following research methods: − thinking aloud while using the programs: The user applies the program and all his verbal behavior is recorded by a researcher. − qualitative interviews concerning the programs: Based on the subjective impression concerning the most salient advantages and disadvantages of the program we perform an interview in order to get more to know about the program, how it is used and which problems arise. − two questionnaires concerning form, content and usability of the programs: the ISO norm 9241/10 questionnaire deals with seven dialogue principles (suitability for the task, self descriptiveness, controllability, conformity with user expectations, error tolerance, suitability for individualisation and suitability for learning), while the self-developed questionnaire focuses on specific aspects of form, content and use of the particular multimedia program. − logs documenting the experiences with the actual use of the program: for each use of the program users have to document time, duration, used contents and experiences. In the contribution parts of the programs are presented and the methods for evaluations are discussed. Selected results will be presented.