Affective impact of navigational and signaling aids to e-learning

Sung, Eunmo; Mayer, Richard E.

doi:10.1016/j.chb.2011.10.019

Cited by 43 publications

(22 citation statements)

References 42 publications

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“…Additionally, although not a major focus, the study also replicates, in the context of knowledge sharing systems, the consistent and powerful relationships among ICT acceptance major variables (Joo, Joung, & Sim, 2011;Lin & Hwang, 2014;Saeed & Abdinnour-Helm, 2008;Sung & Mayer, 2012;Yoo, Han, & Huang, 2012) that have been confirmed through the extensive ICT acceptance studies. Therefore, we test for the following relationships: (i) Performance Expectancy-Use Intention, (ii) Perceived Enjoyment-Use Intention, (iii) Effort ExpectancyPerceived Enjoyment, (iv) Effort Expectancy-Performance Expectancy, (v) Effort Expectancy-Use Intention, and (vi) Use Intention-Actual Use.…”

Section: H1 Autonomy Relatedness and Competence Significantly Influsupporting

confidence: 55%

Relating motivation to information and communication technology acceptance: Self-determination theory perspective

Lee

Hwang

2015

Computers in Human Behavior

166

102

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Section: H1 Autonomy Relatedness and Competence Significantly Influsupporting

confidence: 55%

Relating motivation to information and communication technology acceptance: Self-determination theory perspective

Lee

Hwang

2015

Computers in Human Behavior

166

102

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“…Surprisingly, despite the popularity and effectiveness of these systems (and perhaps because they appear to work so well), there has been little research published on their design, usability, or user experiences (Chughtai, Zhang, & Craig, 2015;Lin, Chen, Sun, & Tsai, 2014;Lin, Wu, & Hsueh, 2014;Sung & Mayer, 2012). Both early and current research on ITSs has been driven primarily by considerations related to learning processes and performance gains.…”

Section: Introductionmentioning

confidence: 99%

The Design Implementation Framework

Stone

Kent

Roscoe³

et al. 2018

End-User Considerations in Educational Technology Design

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This chapter explores three broad principles of user-centered design methodologies, including participatory design, iteration, and usability considerations. We discuss characteristics of teachers as an important type of ITS end user, including barriers teachers face as users and their role in educational technology design. To exemplify key points, we draw upon our own experiences in developing an ITS for writing strategies (i.e., the Writing Pal). We conclude by offering a tentative design approach—the Design Implementation Framework (DIF)—that builds upon existing cyclical design methods but with some tailoring to ITS and educational technology contexts.

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“…Currently students expect rich navigation experiences [38]. Online students frequently expect to navigate through maps and to extract underlying information from complex visual systems.…”

Section: Special Focus Paper Effects Of Applying the Site Map Principmentioning

confidence: 99%

“…Graphic representations offer a rich cluster of resources with great potential to support learning activities and at the same time provide a guide to the student learning process. Opportunities for authentic discovery learning are just one example of the many ways in which visualizations and graphic representations can provide a full and enhanced learning experience [1] [3] [4].…”

Section: Introduction Imentioning

confidence: 99%

Effects of Applying the Site Map Principle in an Online Learning Environment in Higher Education

Sim

Beneito-Montagut

Maldonado

et al. 2015

Int. J. Emerg. Technol. Learn.

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Abstract-Web interfaces play a very important role in teaching-learning processes in virtual environments, since this is how students carry out their activity. This paper describes a web interface for online learning based on a graphic map that orients learners, tries to reduce cognitive overload, gives access to learning resources and personalizes learning. The interface was designed to guide the learning process in accordance with Shapiro's "site map principle". The objective of this article is to analyze the impact of such web interface on students' satisfaction with the learning process and on their academic performance. We conducted experimental research. The experiment tested the goodness of the interface among students enrolled in a Multimedia Degree in an open university. We used the T-Test, the Chisquare Test and the Kendall correlation Test. The results showed that the interface had a positive impact on students' satisfaction and performance. It also encouraged students to take a more proactive role in their learning activity than with the "normal" interface. These results are in keeping with the features the site map principle has shown in faceto-face environments.

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Affective impact of navigational and signaling aids to e-learning

Cited by 43 publications

References 42 publications

Relating motivation to information and communication technology acceptance: Self-determination theory perspective

Relating motivation to information and communication technology acceptance: Self-determination theory perspective

The Design Implementation Framework

Effects of Applying the Site Map Principle in an Online Learning Environment in Higher Education

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