Adapting EdTech for Developing Educational Contexts: A Comparative Usability Study of ALPA Kids and ChatGPT

Abstract

The COVID-19 pandemic significantly accelerated the development and implementation of educational technology (EdTech) applications across learning institutions. However, post-pandemic, many schools, particularly in developing countries, returned to traditional teaching methods, deepening the digital divide between regions. In contrast, developed countries continued to advance EdTech integration. At the same time, the emergence of artificial intelligence (AI) in education has introduced new learning opportunities while raising important concerns about trust, ethics, and appropriate use. A key challenge remains: how to assess the usability and adaptability of these digital tools across diverse educational contexts. In response, the authors developed the Usability Platform Test (UPT) within the Horizon Europe EdTech Talents project, offering a structured approach to collecting meaningful feedback from learners. This study applied the UPT in Serbia through two case studies: (1) the use of the ALPA Kids app with primary students during a period of school closure, and (2) the use of ChatGPT among gifted secondary students. Results showed higher usability scores for ALPA Kids in content and design, while ChatGPT excelled in communication but raised data privacy concerns. The findings confirm UPT’s relevance and provide user-driven guidance for adapting EdTech tools to under-resourced, diverse learning environments.

Article history: Received (November 7, 2025); Revised (March 31, 2026); Accepted (May 26, 2026); Published online (September 15, 2026)