Table 4. Categories of the qualitative analysis for the pilot study ^{28, 34}.

Categories		Description
Seriousness for the user
Severe problem	XXX	Issues associated with incorrect (or a lack of) understanding, critical errors, severe lack of interest, or any issue that may result in abandoning the whole exercise, task or lesson
Serious problem	XX	Issues associated with frustration, unnecessarily slow use, or deviation from the lesson guide/plan but that are either resolved or do not interfere with the learning/teaching/use in a critical way
Minor problem	X	Minor or cosmetic issues that probably don’t have consequences for use, such not liking some detail in the drawing
Positive feedback with changes	00	Praise where we should consider changes in the resources
Positive feedback without changes	0	Praise that do not involve a change in the resources
Suggestions	i	A suggestion made by the participant
User experience
Understandability	Easy for participant to comprehend (content) and recognize (type of product)
Desirability	Something the participant wants, likes, or has a positive emotional response
Suitability	Something the participant feels is for “someone like me”, is suitable for use in her context
Usefulness	Helpful to participant in achieving her goals/tasks/needs
Facilitators and barriers
Teachers	Profiles and competences	Teacher’s education and experience in relation to the lessons being taught
	Understanding of the content being taught	Teachers’ understanding of the context
	Sufficient training	The extent to which the teachers received sufficient training in teaching the lessons
	Self-efficacy	Teacher’s confidence in teaching the lessons
	Fit to the teacher’s teaching style and context (e.g., class size)	Teachers’ comfort or ability to adapt the instructions to their style and context
	Attitudes	Teachers’ attitude towards new resources (change), science, critical thinking and independent thinking by the student body (or their role as authorities in the classroom)
	Beliefs	Teachers’ beliefs about the methods or content (e.g., what treatments work or the concepts)
	Emotions	Teachers’ emotions, such as stress or anxiety
	Motivation	Teachers’ motivation to teach the material
	Positive learning environment	Teachers’ ability to create a positive learning environment; for example, encourage discussion, respond positively to questions, engage students
Students	Literacy	Students’ ability to read and understand the material
	Attendance	Students’ attendance or reasons for poor attendance (e.g., long distance to school or inability to pay school fees)
	Motivation to learn	Students’ motivation to learn the new material
	Attitudes	Students’ attitudes towards learning, towards authorities, towards science, towards critical thinking
	Beliefs	Students’ beliefs about the content (e.g., what treatments work or the concepts)
	Home environment	The extent to which the student’s home environment encourages or discourages learning from the lessons
	Differentiated instruction	The extent to which students different learning needs are met
	Peer influence	Positive or negative attitudes of other students towards the material
Learning resources	Value of the material	The extent to which the materials are valued by the teachers and students
	Compatibility with the curriculum	The extent to which the resources fits with the rest of the curriculum and how it is taught
	Appropriateness of the material	The extent to which the resources are relevant, challenging and engaging
	Credibility of the material	The extent to which the teachers and students perceive the resources as credible
School system and environment	Time constraints	The extent to which there is sufficient time to accommodate introducing the new material
	Competing priorities	The extent to which other priorities for the school, teachers or students limit introducing the resources (e.g., preparing for exams)
	School organisation and management	The extent to which the school provides an environment that supports adoption of new subjects, resources and teaching methods
	School resources, particularly human resources	The extent to which the school has adequate resources to introduce the new resources (e.g., human resources, student/teacher ratio, teacher workload, classroom space and classroom resources, such as blackboards and acoustics)
	Attitudes and beliefs of head teacher and other teachers	Attitudes or beliefs of colleagues that influence the teacher’s interest in and ability to teach the material
	Parent and community involvement	Parents’ attitudes towards the new resources or how things are done at the school
	Regulations	Regulations (e.g., Ministry of Education policies and regulations) that affect introducing the new material
	Political environment	Elements of the political environment that affect introducing the new material; for example, authoritarianism or teacher strikes
	Bureaucracy	Bureaucratic arrangements that delay or limit introduction of the new materials, or facilitate introducing them
	Incentives and disincentives	Incentives or disincentives to introduce the new resources for teachers or head teachers
Potential changes
Dramatic changes	Involve creating new IHC resources
Major changes	Involve changing the IHC resources drawings
Minor changes	Involve changing the IHC resources text

The ‘Facilitators and barriers’ section of this table has been reproduced with permission from Nsangi et al. ( Table 1) ³⁴.