Usability Evaluation of GeoGebra: Learning Maths Through Visual Representation

Year: 2017

Author: Hadadi, Samine, Rourke, Arianne, Snepvangers, Kim

Type of paper: Abstract refereed

The following abstract focuses on the relation of design and math education that is aligned with Arts Education Practice and Research interest group.
In 2008, the Digital Education Revolution (DER) funding provided secondary school students with computers, which were installed with educational programs (including GeoGebra). GeoGebra is 'Dynamic Geometry (DG) Software' that is used for visualizing mathematics concepts. This presentation will provide a snapshot of research in progress investigating the usability of GeoGebra currently used by many Australian high schools for teaching mathematics. To examine ways of improving the system to increase engagement in the activity of learning geometry, the research questions addressed include:

- For novice users, what are the usability and design issues that they have encountered in the current GeoGebra software?
- Why does GeoGebra need to change?
- How could the design of GeoGebra be improved to better visualise mathematical concepts for young students?

The theoretical framework of Cognitive Load Theory (CLT) (Sweller, 1988) informs the research which according to Rourke (2006, 4), "suggests ways of improving the instructional design to take into account the limited capacity of working memory in order to promote the acquisition of schemas associated with learning". CLT classifies cognitive load into three different types: intrinsic, extraneous and germane cognitive load. The intrinsic cognitive load is related to the complexity of a given task. Unlike intrinsic load, the other loads can be controlled. Therefore, to design an educational system that assists students to learn more effectively, it is important to create an interface that reduces the extraneous load, this can be achieved by increasing the germane load (Uzunosmano?lu &