Affectibility in Educational Technologies

The paper represented the influence of technology on the educational system and how the users perceived the digital transformation. Hayashi and Baranauskas (2013) assumed the diversion in learning practices, encompassing the formal, informal, and non-formal, has marginal significance. The paper addressed the technology augmentation in the learning environment across the three models in accord. The investigation explored the “Affectibility concept” in terms of usability and accessibility of emerging technologies and the interrelationship with human Hayashi and Baranauskas (2011).

The authors highlighted the criticality of the social factors in adopting the technology in general and considered the elements to ensure successful educational institutions’ successful implementations. For example, cultural aspects varied significantly in different environments, and people’s perceptions and behaviors were evaluated. The method applied qualitative research and engaged with the school activities for almost a year. The authors highlighted the importance of Action Research in the study to empower engagement (Sagor, 2000). Also considered the transferability over generalizability to apply the analysis in different contexts (Hayes, 2011).

Several use cases have been implemented to cover different activities within the school. The first case focused on the laptop’s homework assignment transformation to replace the tasks conducted manually and physically. Initially, the paper addressed several studies that produced variations in output regarding students’ productivities and benefits. The second case focused on the interdisciplinary activities to investigate the settings and applications’ practicality on the laptop. The activities conducted considered various scenarios in collaboration with the school as the outcome would benefit the students and teachers. Thirdly, as a donated part of the research project “XO Project,” the XO laptops were investigated with outside activity examining the productivity measures and students’ experiments feedback. The study realized the positive emotional effects with variations based on the children’s age group. The last case investigated the logistics and support due to the limited financial resources available that depicted student volunteer programs. The “Student Monitor” program resulted in a learning process, and added value to the 68 volunteered subscribed students.

  The paper extrapolated the challenges during the research involving the teachers as a critical element that could jeopardize the initiative. Other challenges considered the family and the house environment as valid factors that could also impact students’ performance. From technical perspectives, several considerations are raised toward handling the devices from the students. Also, the infrastructure and internet connectivity may reduce productivity due to the slowness of interruptions of the connection. Ultimately, the adoption realized the positive impact of technology in education despite acknowledged challenges that might vary in different environments and cultures. The research emphasized on implementing similar practices and disciplines to promote e-learning, whether from home or at school.


Hayashi, E. C., & Baranauskas, M. C. C. (2011). The affectibility concept in systems for learning contexts. International Journal for e-Learning Security (IJeLS)1(1/2), 10-18.

Hayashi, E. S., & Baranauskas, M. C. (2013). Affectability in educational technologies: A socio-technical perspective for design. Journal of Educational Technology & Society, 16(1), 57–68.

Hayes, G. R. (2011). The relationship of action research to human-computer interaction. ACM Transactions on Computer-Human Interaction (TOCHI)18(3), 1-20.

Sagor, R. (2000). Guiding School Improvement with Action Research: ASCD. ASCD.

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