Recommendations to Improve the Usability of Mobile Learning for Preschool Teachers in Africa: A Systematic Scoping Review
Abstract
Poor quality preschool teacher training is a significant contributor to children not achieving school readiness. With technological development, electronic and mobile learning offer accessible and affordable options for this training, however, there is a lack of design evidence for the African context. This interdisciplinary education- and computer-science study aims to provide evidence-based recommendations for improving the usability of mLearning modules for preschool teachers in Africa. A scoping review guided by Arksey and O’Malley’s framework, the PRISMA reporting guidelines for scoping reviews, and Levac et al. guidelines, was conducted. Databases searched included Africa Wide Information, ERIC, CIHNAL, and Academic Search Premier. Two researchers completed a blind-review process for article inclusion and framework analysis, using 10 usability attributes with inductive grouping of data under each attribute to form sub-categories. Overlapping themes were coded to formulate usability recommendations within WeftQDA. The search yielded 909 articles and, after title and abstract screening, 123 were selected for full text review. Seventeen articles (n=17) met the inclusion criteria and were included in the final review. All studies included an African partner, and largely included part-time learning for degree purposes and professional development using mLearning, eLearning, and videos. Nineteen recommendations were developed to improve the usability of mLearning training applications for preschool teachers in Africa, with contextual relevance emerging as a new usability attribute. Development of mLearning training modules for preschool teachers in Africa should include user centred design, heuristic evaluation and usability assessment, to ensure the sustainability of both mLearning and change in classroom teaching practices.
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