The Use of Interactive Technologies for Education in Pandemic and Post-Pandemic Contexts: Design Implications

Abstract

This study investigates COVID-19's impact on the education system. It captures a multidimensional representation of teachers, students, and parents' use of information communication technologies (ICTs) to mitigate this disruption caused by school closures. The study analyzes the evolving influences on individual and collective behaviour amid the pandemic. The methods consisted of a 5-week longitudinal study that included a survey and multiple interviews with the three stakeholder groups. The qualitative and quantitative data yielded the analysis of ICTs usage before and during social confinement. Further to our analysis, we categorize and discuss our findings. We also interpret results to capture design implications and generate a new concept for design. To finalize, we identified students' learning loss and learning variability as pressing issues, despite the availability of technological mediums. We believe that a collaborative learning system could mitigate such a challenge. We believe that such a system could connect students to a teaching community and imbue a sense of togetherness within the context of distance education.