Usability in the Context of e-Learning

Boton, Eliani Colferai; Gregory, Sue

doi:10.4018/jthi.2009062503

Cited by 46 publications

(14 citation statements)

References 59 publications

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“…Lanzilotti et al (2006) proposed that the right combination of text and graphic features inspires students to stay longer in the elearning course and explore it further. The choice of colour in the e-learning system not only captures learners' attention but also improves the learnability and ease of use (Zaharias, 2009). It was also revealed that the success of an e-learning system depends largely on the visual presentation of the tools, content and support (Kirsh, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…Thus, this paper will address the gap in prior studies and examine students' preferences of the e-learning usability variables in Saudi Arabian higher education. The e-learning design criteria that will be tested with Saudi students were adapted from several sources (Dringus & Cohen, 2005;Oztekin, Kong, & Uysal, 2010;Reeves et al, 2002;Zaharias, 2009). It is worth mentioning that these developed variables have been extensively validated in prior studies with regard to different e-learning systems.…”

Section: Introductionmentioning

confidence: 99%

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Assessing the Relative Importance of an E-learning system’s Usability Design Characteristics Based on Students' Preferences

Alshehri¹,

Smith²

2019

EUROPEAN J ED RES

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This study considers the interaction between an e-learning system, the Blackboard system, and the students who use it in Saudi Arabia. While previous work exists, there is limited consideration of the assessment of the preferences of e-learning system usability variables based on students' perspectives, especially in developing countries such as Saudi Arabia. This paper attempts to fill the gap by investigating the relative importance of the design criteria developed for e-learning system usability evaluation from the students' perspective in Saudi tertiary education. Based on reviewed literature, a set of usability principles was developed that have had an influence in the students' learning process and use of the e-learning system. The list includes system navigation, system learnability, visual design, information quality, instructional assessment and system interactivity. An exploratory study was carried out to identify the most important usability design characteristics from a student's perspective and then evaluate the overall usability of the current e-learning system, based on this subset. A quantitative approach was adopted to weigh usability design characteristics, based on 181 learners' perceptions. The sample consists of undergraduates who are users of a web-based e-learning system in a university in Saudi Arabia. The research instrument was tested for construct validity and reliability. The analysed results have shown that information quality is the most important dimension followed by the navigation of the e-learning system. The study has also revealed that the system learnability and visual design came third and fourth in order of importance of e-learning system usability assessment. Finally, the least important design categories that influenced the e-learning system usability assessment were instructional assessment and system interactivity. The empirical results of this study may help to provide insights for designers and evaluators leading to a more effective approach to improve the usability and uptake of the e-learning system.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Assessing the Relative Importance of an E-learning system’s Usability Design Characteristics Based on Students' Preferences

Alshehri¹,

Smith²

2019

EUROPEAN J ED RES

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“…This lack of visibility decreases the usability of the platform in terms of speed and efficiency [Oztekin et al 2010], while violating an e-learning usability evaluation criterion, that defines that objects, actions and options should be visible to the learner [Reeves et al 2002;Ssemugabi and De Villiers 2007;Mehlenbacher et al 2005]. It is important that the screen layout of the LMS be structured in such a way that allows students to find information easily and effectively, positioning important information in places that attract students' attention [Shiratuddin et al 2003;Zaharias, 2009;Stoney and Wild 1998], since the screen layout has a particular and important impact on cognitive load [Stoney and Wild, 1998].…”

Section: Ux Evaluation Of Edmodomentioning

confidence: 99%

Are scale-based techniques enough for learners to convey their UX when using a Learning Management System?

Nakamura

Marques

Rivero

et al. 2019

RBIE

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As technology evolves, learning institutions have sought to invest in new learning technologies. Many universities have been adopting platforms designed to support the learning process, called Learning Management Systems (LMSs), to complement face-to-face learning, as well as to support distance learning. This widespread adoption of LMSs raises the need for evaluating them regarding aspects related to quality in use, such as User eXperience (UX). UX is very important in e-learning context, given that it may influence learner’s attitude towards the use of the LMS. Despite its importance, few studies evaluated the UX of LMSs. Moreover, researchers have been using generic techniques to evaluate them. In this context, there is no evidence of studies conducted to identify whether these techniques can fully capture the experience conveyed by these platforms. This paper presents an analysis of two UX evaluation techniques (User Experience Questionnaire, and Integrated Experience Acceptance Model) applied to an LMS called Edmodo. We carried out a study with 34 students, divided into two groups, to evaluate the UX of Edmodo and obtain their perceptions about the technique they used. We also gathered the difficulties faced by the students during the execution of the tasks on the platform, while correlating those difficulties with learning issues. In addition, we performed a qualitative analysis in order to better understand the results. Regarding Edmodo, the results showed that the students perceived its UX as positive. Regarding the techniques, both groups considered them easy to use and useful. However, around 41% of the students in both groups reported that they were not able to fully evaluate their UX using the techniques. The qualitative results allowed the identification of positive and negative aspects that researchers may consider during the improvement or development of new UX evaluation techniques.

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“…[23] High usability of e-learning materials is required to ensure the maximum educational impact, especially when the material to be learnt is complex. [19] Poor usability limits the potential benefit obtained from e-learning resources [23,24] by imposing an extraneous cognitive load, as users struggle with the interface and challenges of the content presented. We observed this with an interactive simulation we developed for improving clinical reasoning in the area of electrolyte Table 1.…”

Section: Improving the Usability Of Computer Interfacesmentioning

confidence: 99%

“…[17] Other researchers have reported improvements in efficiency, satisfaction or motivation. [24,28,29] These effects are important in the light of the high dropout rate from e-learning courses. [30] Motivated and self-regulated learners are more likely to persist and succeed in e-learning environments, and by optimising usability one can make an important contribution to their satisfaction and motivation.…”

Section: Fostering Generative Processingmentioning

confidence: 99%

Optimising cognitive load and usability to improve the impact of e-learning in medical education

Davids

Halperin

Chikte

2015

AJHPE

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Research ReviewClinical reasoning ability is central to clinical competence as it allows medical practitioners to evaluate patients and their test results in order to make accurate diagnoses and implement appropriate treatment. [1] The development of expertise in clinical reasoning may be facilitated through active learning and practice with authentic cases. E-learning has the potential to support this process by providing students with interactive learning experiences, exposure to multiple cases, and opportunities for deliberate practice with tailored feedback.Creative educators use animation and simulation to build innovative learning resources. The available technology makes it possible to offer personalised instruction, collaboration and an engaging, even immersive, learning experience. [2] Simulations allow inexperienced trainees to practise their clinical reasoning skills on virtual patients without exposing real patients to the possibility of harm, and can provide exposure to a variety of clinical presentations and uncommon medical conditions. Errors in managing these virtual patients may be allowed and provide valuable learning opportunities.Developing innovative e-learning materials can, however, be very time consuming and expensive. For example, a survey published in 2007 on the development of computer-based virtual patients at medical schools in the USA and Canada revealed that each took an average of 16.6 months to complete and 85% cost >USD10 000 (ZAR120 100). [3] This level of investment of time and money needs to be justified by the educational impact of the resources developed, especially in under-resourced environments such as African tertiary education institutions.There are many factors that must be in place to ensure successful e-learning. [4] This article highlights two critically important but under-appreciated factors, i.e. the management of the learner's cognitive load and the usability of the computer interface. The sections that follow briefly discuss: (i) development of expertise in clinical reasoning; (ii) cognitive load theory and its relevance to e-learning; and (iii) importance of the usability of computer interfaces. Developing expertise in clinical reasoningLearning requires alterations in long-term memory. The major mechanisms involved are the acquisition and automation of knowledge schemas. [5] In the context of clinical medicine, schemas are sometimes also referred to as 'illness scripts' . [6] These are cognitive constructs or 'mental models' for organising and storing information.The critical role of long-term memory in intellectual performance started emerging with the publication in the 1960s of studies on chess players. [7] After a brief exposure to a typical mid-game position, expert chess players were much better than novices in their ability to recall the exact positions of the pieces. However, when the same pieces were randomly distributed on the board, there was no difference between experts and novices in recalling the positions of the pieces. [8] Chess experts do no...

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Usability in the Context of e-Learning

Cited by 46 publications

References 59 publications

Assessing the Relative Importance of an E-learning system’s Usability Design Characteristics Based on Students' Preferences

Assessing the Relative Importance of an E-learning system’s Usability Design Characteristics Based on Students' Preferences

Are scale-based techniques enough for learners to convey their UX when using a Learning Management System?

Optimising cognitive load and usability to improve the impact of e-learning in medical education

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