Improving Usability of the Interrupting Prolonged Sitting With Activity Virtual Teacher Training Modules: Case Study.

Background: High-quality professional development can help teachers build the skills and confidence needed to implement evidence-based practices, such as classroom physical activity 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 aim of this study was to conduct a usability assessment of the Interrupting Prolonged Sitting with Activity (InPACT) virtual teacher training modules, using a human-centered design (HCD) 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 the Jakob Nielsen 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, the 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 the Nielsen heuristics (eg, navigation difficulties and 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. Conclusions: Usability assessments grounded in an HCD approach can enhance virtual training for educators, improving the uptake and implementation of evidence-based practices, such as classroom physical activity breaks. Five overarching recommendations emerged as follows: (1) removing video time constraints, (2) implementing accurate progress bars, (3) incorporating active learning or retention activities, (4) creating consistent and actionable end pages, and (5) ensuring consistency in titles and references to physical materials. Building on preliminary positive data from revised modules, future research should evaluate the impact of HCD revisions on teacher self-efficacy, training completion, and fidelity of program implementation.