JMIR Publications

ABSTRACT

Background:

High-quality professional development can help teachers build the skills and confidence needed to implement evidence-based practices (EBPs), such as classroom physical activity (PA) breaks. While in-person training is often preferred, virtual asynchronous training offers a flexible alternative for teachers. However, its effectiveness may be limited by design and usability challenges.

Objective:

The purpose of this study was to conduct a usability assessment of the virtual Interrupting Prolonged sitting with ACTivity (InPACT) Teacher Training Modules, using a human-centered design approach to align the training with end-user preferences and needs.

Methods:

The InPACT professional development program includes nine modules delivered through an online platform (Qualtrics XM). A usability assessment was conducted using: 1) structured online surveys with elementary school teachers who had completed the modules; 2) a heuristic evaluation based on Jakob Nielsen’s 10 usability heuristics; and 3) a competitive analysis of three learning management systems (Moodle, Teachable, and Thinkific) to identify platform strengths, limitations, and insights. Findings and recommendations were compiled to inform module improvements.

Results:

Eleven teachers completed the survey. They reported that the modules were easy to use, content was informative and relevant, and they valued the interactive and practical components. Areas for improvement included enhancing content engagement and increasing technical flexibility. The heuristic evaluation identified 14 usability issues across nine of Nielsen’s heuristics (e.g., navigation difficulties, text-heavy pages). The competitive analysis highlighted features that enhance user experience, such as progress tracking, estimated completion times, interactive elements, and feedback on quiz answers. Five overarching recommendations emerged: 1) removing video time constraints; 2) implementing accurate progress bars; 3) incorporating active learning/retention activities; 4) creating consistent and actionable end pages; and 5) ensuring consistency in titles and references to physical materials.

Conclusions:

Usability assessments grounded in a human-centered design approach can enhance virtual training for educators, improving the uptake and implementation of EBPs such as classroom PA breaks. Future research should implement the recommended module revisions and evaluate their impact on teacher self-efficacy, training completion, and fidelity of program implementation. Clinical Trial: Not applicable.