Evaluating website navigability: validation of a tool-based approach through two eye-tracking user studies

Katsanos, Christos; Τσέλιος, Νικόλαος; Avouris, Nikolaos

doi:10.1080/13614561003605179

Cited by 27 publications

(13 citation statements)

References 38 publications

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“…Moreover, the influence of students' behavior while seeking for information in a LMS on their SUS rating will be investigated, using eye-tracking equipment and the theoretical foundations of information foraging theory (Katsanos, Tselios, & Avouris, 2010;Tselios Katsanos, Kahrimanis, & Avouris, 2007). Finally, the reliability of the SUS questionnaire compared within LMSs with other questionnaires measuring usability, such as SUMI, CSUQ, and QUIS, requires further examination.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Perceived usability evaluation of learning management systems: Empirical evaluation of the System Usability Scale

Orfanou¹,

Τσέλιος²,

Katsanos³

2015

IRRODL

Self Cite

156

102

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Perceived usability affects greatly student's learning effectiveness and overall learning experience, and thus is an important requirement of educational software. The System Usability Scale (SUS) is a well-researched and widely used questionnaire for perceived usability evaluation. However, surprisingly few studies have used SUS to evaluate the perceived usability of learning management systems (LMSs). This paper presents an empirical evaluation of the SUS questionnaire in the context of LMSs' perceived usability evaluation. Eleven studies involving 769 students were conducted, in which participants evaluated the usability of two LMSs (eClass and Moodle) used within courses of their curriculum. It was found that the perceived usability of the evaluated LMSs is at a satisfactory level (mean SUS score 76.27). Analysis of the results also demonstrated the validity and reliability of SUS for LMSs' evaluation, and that it remains robust even for small sample sizes. Moreover, the following SUS attributes were investigated in the context of LMSs evaluation: gender, age, prior experience with the LMS, Internet self-efficacy, attitude towards the Internet and usage frequency of the LMS.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Perceived usability evaluation of learning management systems: Empirical evaluation of the System Usability Scale

Orfanou¹,

Τσέλιος²,

Katsanos³

2015

IRRODL

Self Cite

156

102

View full text Add to dashboard Cite

show abstract

“…In addition, other future research goals constitute the design of additional wiki-based activities in a variety of educational settings as well as to investigate the learners' behavioral intention to use wiki technology using technology acceptance models [13]. The relation between the observed students' activity and the learning outcome [5,8,9] will be also examined.…”

Section: Resultsmentioning

confidence: 99%

Don't leave me alone

Τσέλιος

Αλτανοπούλου

Komis

2011

Proceedings of the 7th International Symposium on Wikis and Open Collaboration

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In this paper, the effectiveness of a framed wiki-based learning activity is examined. A one-group pretest-posttest design was conducted towards this aim. The study involved 146 first year university students of a Greek Education Department using wikis to learn basic aspects and implications of search engines in the context of a first year course entitled 'Introduction to ICT". Data analysis showed significant improvement in learning outcomes, in particular for students with low initial performance. The average students' questionnaire score jumped from 38.6% to 55%. In addition, a positive attitude towards using wikis in their project was expressed by the students. The design of the activity, the context of the study and the results obtained are discussed in detail.

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“…Future research goals constitute the design of additional wiki-based activities in a variety of educational settings as well as investigation of the learners' behavioral intention to use wiki technology using technology acceptance models (Tselios, Daskalakis, & Papadopoulou, 2011). Moreover, the relation between the observed students' activity and the learning outcome will also be examined (Katsanos, Tselios, & Avouris, 2010). …”

Section: Discussionmentioning

confidence: 99%