Panagiotis Zaharias

Developing a Usability Evaluation Method for e-Learning Applications: Beyond Functional Usability

In this article, the development of a questionnaire-based usability evaluation method for e-learning applications is described. The method extends the current practice by focusing not only on cognitive but also affective considerations that may influence e-learning usability. The method was developed according to an established methodology in HCI research and relied upon a conceptual framework that combines Web and instructional design parameters and associates them with the most prominent affective learning dimension, which is intrinsic motivation to learn. The latter is proposed as a new usability measure that is considered more appropriate to evaluate e-learning designs. Two large empirical studies were conducted in order to evaluate usability of e-learning courses offered in corporate environments. The results provide valuable evidence for reliability and validity of the method, thus providing evidence that usability practitioners can use it with confidence when evaluating the design of e-learning applications.

A usability evaluation method for e-learning: focus on motivation to learn

In this paper the development of a questionnaire-based usability evaluation method for e-learning applications is described. The method aims at extending the current practice by proposing intrinsic motivation to learn as a new usability measure to evaluate e-learning designs. The method was developed according to an established methodology in HCI research and relied upon a conceptual framework that combines web and instructional design parameters and associates them with a main affective learning dimension, intrinsic motivation to learn. Two large empirical studies were conducted in order to test the method. Results provide significant evidence for reliability of the method. Further work focuses on validation process so that usability practitioners can use it with confidence when evaluating the design of e-learning applications.

Usability and e-learning: the road towards integration

Usability is basic parameter for the evaluation of e-learning technologies and systems. Usability means quality and puts the users and their real needs in the center. Therefore investigation of usability and its integration or contribution to learning process is worthwhile. In this article several questions, regarding usability definition and usability evaluation techniques for e-learning, are raised. In addition several relevant research works are briefly reviewed and the need for more focused research efforts and empirical validation is stressed. In conclusion it is proposed that a usability evaluation technique for elearning has to satisfy three basic prerequisites/characteristics in order to be easily adopted and used.

Implementing learner-centred design: The interplay between usability and instructional design practices

New requirements for the design of interactive systems call for a human‐centred approach. Learner‐centred design has been considered as the equivalent of human (or user) centred design as it applies to the design and development of elearning systems and applications. E‐Learning is gaining momentum and the respective interest in design methods and practices for such systems is continuously increasing. Nevertheless it is not clear how learner‐centred design can be implemented in practice; questions, such as what are the processes included in learner‐centred design, what kind of activities should take place, how can existing human‐centred design methodologies be combined with instructional design methods and techniques, remain unanswered. This paper stresses the need for an effective integration between usability ‐ the ultimate goal for every human‐centred design effort ‐ and instructional design concepts, techniques and practices. It presents a case study where authors’ activities to design a web‐based training curriculum are described. Problems and challenges of applying human‐centred design and instructional design methods and techniques are discussed along with future research dimensions.

Implementing the Learner-Centered Design Paradigm for Web-Based Training Curricula

e-Learning environments provide exciting possibilities for learning and training, but dropout rates are high and the quality of e-Learning courses is being questioned. Capturing requirements, and developing usable e-learning courses, focusing on usability and user-centred design are of high importance. Such efforts must be redefined for e-learning contexts. This paper stresses the need for usable and effective e-learning design and describes the authors’ experience in adapting methods and techniques of human-centred design implementing a learner-centred approach to the design e-Learning.