Design of a New Scale to Measure the Learner Experience in E-Learning Systems

Abstract

Nowadays, the user experience (UX) has become an essential concept of human-computer interaction (HCI) and occupies an increasingly important place in companies interested in this field. Designing a system or product with a good user experience is one of the main objectives of any digital project. E-learning systems must adapt because, beyond the benefits associated with good usability, creating a learning system with a better user experience (learner's experience) is a key competitive factor in the marketplace. This paper describes a new measurement tool based on a theoretical model presented in previous research that distinguishes the success factors of learners in an e-learning system. This tool for evaluating the learner experience is based on the AttrakDiff user experience measurement tool and uses the same subscale, namely the pragmatic and hedonic qualities of interactive systems. The proposed learning experience (LX) scale allow to know if a e-learning system is perceived by learners as interactive, effective, clear, reliable, challenging, or effortless.

Indonesian version of FASER LX scale to measure Learner Experience: A validation study

“…The concept of learner experience (LX) is derived from User Experience (UX) in e-learning context [6]. User in LX, is specifically a learner, who can actively contribute to the creation, dissemination and sharing of information [9].…”

“…The FASER LX Scale is a scale developed to measure the learner experience of e-learning program. This semantic differential questionnaire was originally written in France and English in 2019 [6], contains of 30 indicators included in five main dimensions: learner, instructor, system/technology and course/program characteristics, and social aspects. Learner characteristics consists of seven indicators, namely computer self-efficiency (autonomousnon-autonomous), self-enjoyment (unpleasant -pleasant), perceived usefulness (boringcaptivating), self-effort (undemanding -demanding), self-regulation (free use -compulsory use), self-security (confident -distrustful), and perceived anxiety (calming -stressing).…”

“…In some cases, it can even include a more personalized design [4], where the learners have more freedom in managing their learning journey by choosing the appropriate time, the place to learn, and by what device they want to engage to the class they attend. Although beneficial, it is still arguably hard to determine whether the e-learning activity they implement can be called successful and positively contribute to improve the learners capacity and fulfilled their learning needs [6].…”

“…Previous studies have been dedicated to fill this gap [6][7][8]. In 2019, FASER LX, a scale intended to measure e-learning learner experience was first proposed in academic literature [6].…”

“…Previous studies have been dedicated to fill this gap [6][7][8]. In 2019, FASER LX, a scale intended to measure e-learning learner experience was first proposed in academic literature [6]. This scale enables the both industry and academic party to evaluate the implementation of their program by observing five elements, namely learner characteristics, instructor characteristics, technological characteristics, course characteristics, and social aspects of the e-learning activity.…”