Can traditional HCI principles be applied to computing technology in learning contexts?

Abstract

This paper presents an inter-disciplinary approach to studying computing technology in learning contexts. The approach was inspired by the difficulty in reconciling task and learning performance in the context of usability and instructional design. This is important because intergovernmental policy suggests computing technology may have a crucial role to play in supporting independent lifelong learning in informal contexts. The approach presented here is illustrated through an exploratory research project aimed at understanding the role of computing technology in the context of the Australian PhD candidature.

Design considerations of help options in computer-based L2 listening materials informed by participatory design

“…Interestingly, this concern identified in both studies is a topic of tension between HCI professionals and education scholars when conducting usability studies in software for learning (Ku, Pearce, & Smith, 2010). Education scholars have pointed out that designs that are intuitive and easy to use do not necessarily translate into good learning environments (Squires & Preece, 1999).…”

“…In a related manner, Coalpert (2004) notes that users in CALL "might be interested in instantly seeing a translation, hearing the pronunciation, and/or receiving a grammatical explanation on the word level, syntax level, sentence level, and document level" (p. 184) and this can be clearly achieved by help options presented a-click-away from listeners. The concerns expressed by scholars (Ku et al, 2010) regarding the need to find the right balance between "usability" and "learnability" also seem to apply for click-through as click-through depends entirely on where help options are displayed. What it is not known at the moment is if and how click-through can be used to enhance learning.…”