Scenario-Based Learning for Teachers: A Multimethod Usability Study

Background: Teaching is a complex occupation that requires rapid decision-making across a variety of situations. Online, scenario-based professional development platforms can reach diverse users without facilitator support, making strong usability especially critical. However, formative evaluations of their usability and fit with teachers’ learning needs are rare. This study examines the usability of PRF4TeachersTM, an online scenario-based professional learning platform designed to support K-8 teachers to develop their instructional skills. Methods: Using a multimethod design, quantitative and qualitative data were collected in parallel and analyzed separately without integration. Participants were 18 female teachers (M = 8.24 yrs of experience, SD = 8.71), predominantly European American (61.1%) and teaching K-5th (66.7%) or 6–8th grade (33.3%). The System Usability Scale provided an overall index of teachers’ experience with the platform, while think-aloud and semi-structured interviews yielded component-specific feedback. Results: Overall, PRF4TeachersTM received an acceptable global usability rating. The dashboard and reflection components were identified as most in need of revision, with participants struggling to interpret data displays and engage productively with reflection prompts without sufficient guidance and structure. Conclusions: Implications for researchers and educators interested in leveraging technology-based professional learning tools are also discussed.