Should I Use Laptop or Smartphone? a Usability Study on an Online Learning Application

Nurhudatiana, Arfika; Hiu, Alberto Nicodemus; Ce, Win

doi:10.1109/icimtech.2018.8528134

Cited by 13 publications

(6 citation statements)

References 8 publications

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“…19 In column (iii) of Table 3 , while both online-learning models improved student exam performance, students with access to a computer at home benefited 60–75% more than those using a smartphone. Online-class participation is likely easier via computer ( Frenette, Frank, & Deng, 2020 ; Nurhudatiana, Hiu, & Ce, 2018 ). When students spend long periods in online classes, the screen size of a smartphone can be a distinct disadvantage when compared to that of a computer.…”

Section: Resultsmentioning

confidence: 99%

Compensating for academic loss: Online learning and student performance during the COVID-19 pandemic

Clark

Nong

Zhu

et al. 2021

China Economic Review

199

115

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The outbreak of the COVID-19 pandemic has led to widespread school shutdowns, and many schools have opted for education using online learning platforms. Using administrative data from three middle schools in China, this paper estimates the causal effects of online learning on student performance. Using the difference-in-differences approach, we show that online education improves students' academic achievement by 0.22 of a standard deviation, relative to those who stopped receiving learning support from their school during the COVID-19 lockdown. All else equal, students from a school having access to recorded online lessons delivered by external higher-quality teachers have achieved more progress in academic outcomes than those accessing lessons recorded by teachers in their own school. We find no evidence that the educational benefits of distance learning differ for rural and urban students. However, there is more progress in the academic achievement of students using a computer for online education than that of those using a smartphone.Last, low achievers benefit the most from online learning while there is no significant impact for top students. Our findings have important policy implications for educational practices when lockdown measures are implemented during a pandemic.

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Section: Resultsmentioning

confidence: 99%

Compensating for academic loss: Online learning and student performance during the COVID-19 pandemic

Clark

Nong

Zhu

et al. 2021

China Economic Review

199

115

View full text Add to dashboard Cite

show abstract

“…While the above criteria altogether evaluate the usability of a system, different measured items are present for each quality attribute (Nielsen, 1994). For compiling the measured items for each attribute, previous studies that applied the same model for usability evaluation were considered and are as listed in Table I (Hussain et al, 2018;Nurhudatiana et al, 2018). For evaluating each measured item, the Likert-5 scale was used where 1 represented strongly disagree and 5 meant strongly agree.…”

Section: Preparation For Data Collectionmentioning

confidence: 99%

Using tangible user interfaces for teaching concepts of internet of things

Nathoo

Bekaroo

Gangabissoon

et al. 2020

ITSE

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Purpose This paper aims to explore the use of tangible user interfaces for teaching concepts related to internet of things by focusing on two aspects, notably, usability and learning effectiveness. Design/methodology/approach To assess the usability of IoTTT, Nielsen’s principles were used due to its relevance and popularity for usability assessment. In the usability questionnaire, four attributes were evaluated, notably, learnability, efficiency, errors and satisfaction. As for evaluating learning effectiveness, learning assessment was conducted through pre-tests and post-tests. Two groups of 20 students participated where the first group attended conventional lectures on IoT, whereas the second group used IoTTT for learning same concepts. In the process, data was collected through the usability questionnaire and tests for usability and learning effectiveness assessment. Findings Results revealed a positive score for the usability of the TUI solution with an average rating of 3.9. Although this score demonstrated an acceptable solution, different issues were identified, based on which a set of recommendations have been made in this paper. On the other hand, in the common pre-tests, an average score of 6.40 was obtained as compared to a mean score of 7.33 in the post-tests for all participants. Knowledge gains were significantly higher for students who learnt IoT concepts through the TUI-based system where performance improved by 18 per cent. Originality/value The results revealed in this study are expected to help the research community, course designers and tutors comprehend the prospects of using tangible user interfaces to foster teaching and learning of IoT concepts. In addition, educational solution providers could consider commercialisation prospects of this technology to innovate in teaching and learning, while also building-up on limitations identified within this study.

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“…Application logo and website advertisement are also representative examples. Since students normally engage in online learning via laptop or desktop [148], designing an ideal online learning environment on a laptop or desktop will also directly help students to stay focused and prevent them from getting distracted. 6.2.…”

Section: Eliminating Distractions and Maintaining Focusedmentioning

confidence: 99%

Comprehensively Summarizing What Distracts Students from Online Learning: A Literature Review

Wang

2022

Human Behavior and Emerging Technologies

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As online learning becomes an indispensable component of the current education system, students benefit from the advantages of online education. At the same time, students are also facing more challenges during online learning. Multitasking, mind-wandering, and using digital devices are the extensively discussed types of distractions that detriment students’ learning performance by impairing their focused attention. However, the consensus on the definition of distraction and what represents distraction during online learning are still lacking. This literature review develops a comprehensive definition of distraction, summarizes three main types of distraction (multitasking, mind-wandering, and using digital devices), and proposes two new types of distraction (unexpected interruption and consistent interference). Since the detrimental effects of distraction on online learning are salient, more explorations on helping students to resist distractions and maintain focused attention are imperative for future studies.

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Should I Use Laptop or Smartphone? a Usability Study on an Online Learning Application

Cited by 13 publications

References 8 publications

Compensating for academic loss: Online learning and student performance during the COVID-19 pandemic

Compensating for academic loss: Online learning and student performance during the COVID-19 pandemic

Using tangible user interfaces for teaching concepts of internet of things

Comprehensively Summarizing What Distracts Students from Online Learning: A Literature Review

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