Measuring the Usability of Augmented Reality e-Learning Systems: A User–Centered Evaluation Approach

2009 ◽  
pp. 175-186 ◽  
Author(s):  
Costin Pribeanu ◽  
Alexandru Balog ◽  
Dragoş Daniel Iordache
Keyword(s):  
Augmented Reality ◽  
Learning Systems ◽  
Evaluation Approach ◽  
E Learning ◽  
User Centered

An Integrated Evaluation Approach for E-Learning Systems in Career and Technical Education

2009 ◽  
pp. 396-407 ◽  
Author(s):  
Wenhao David Huang ◽  
Steven R. Aragon
Keyword(s):  
Cognitive Load ◽  
Learning Process ◽  
Integrated Approach ◽  
Learning Systems ◽  
Evaluation Framework ◽  
Evaluation Data ◽  
Career And Technical ◽  
Evaluation Approach ◽  
E Learning ◽  
Future Evaluation

As E-learning is gaining popularity in higher education, its evaluation becomes more critical than ever, to ensure the achievement of intended learning outcome. The effectiveness of E-learning system evaluation under current practices, however, remains questionable. One reason for such uncertainty is the lack of direct measurement while learning occurs since most evaluation data is collected after the learning process. Thus this chapter proposes an integrated evaluation approach for E-learning systems based on Cognitive Load Theory and grounded in the 4C/ID-model. Both direct and indirect measurements will be deployed in the integrated approach in the context of cognitive load. Furthermore all evaluation data can be translated into practical E-learning design solutions by triangulating with the 4C/ID-model. This chapter also suggests that future evaluation framework on E-learning should include factors from attitudinal and social aspects of learning process.

From Usability to User Experience

2010 ◽  
pp. 244-259 ◽  
Author(s):  
Costin Pribeanu ◽  
Dragos Daniel Iordache
Keyword(s):  
Augmented Reality ◽  
Secondary Schools ◽  
User Experience ◽  
Learning Experience ◽  
Interaction Space ◽  
Learning Systems ◽  
Educational Systems ◽  
E Learning ◽  
Learning Scenarios ◽  
User Learning

Augmented Reality (AR) is merging real and virtual environments within a single interaction space. This tight integration of computer technologies into a real environment is creating new opportunities and challenges for the designers of e-learning systems as well as a new kind of user experience (UX) for the learner. More recently, AR-based educational systems were developed that are implementing learning scenarios for primary and secondary schools. An important goal of these novel teaching platforms is to enhance the students’ motivation to learn. This chapter reports on the perceived educational and motivational value of an AR-based learning scenario for chemistry based on the results of a user-centered formative usability evaluation. Quantitative and qualitative data were collected during two experiments with students from secondary schools. While the comparison between the two types of measure increases confidence in the evaluation results, the qualitative measures also provide a detailed description of the user learning experience.

Using a Two-Stage System Evaluation Approach to Explore the New Adoption of an Information System in the Mobile Era

2017 ◽  
Vol 55 (7) ◽  
pp. 996-1021 ◽  
Author(s):  
Ruey-Shin Chen ◽  
I-Fan Liu
Keyword(s):  
System Performance ◽  
Evaluation Method ◽  
School Administrators ◽  
Learning Systems ◽  
Research Model ◽  
Evaluation Approach ◽  
E Learning ◽  
Stage System ◽  
Performance Evaluation Method ◽  
System Performance Evaluation

Currently, e-learning systems are being widely used in all stages of education. However, it is difficult for school administrators to accurately assess the actual usage performance of a new system, especially when an organization wishes to update the system for users from different backgrounds using new devices such as smartphones. To allow school administrators to conduct upgrades of e-learning systems that take into consideration students' current usage conditions, this study proposed a two-stage system evaluation approach to explore the adoption of new systems. We collected 352 samples in Stage I. The goal of this Stage I was to propose a research model to understand the usage intentions of college students toward campus e-learning systems and also the factors which showed significant differences between PC and smartphone usage. A total of 30 trained students participated in Stage II. The goal of Stage II was to propose a system performance evaluation method to evaluate the performance of the new and existing systems according to the concerned factors of smartphone users after actual system use. Finally, based on our research model and system performance evaluation method, we put forward conclusions and suggestions that schools could use as references for future system procurements and updates.

scholarly journals Computer-Human Interaction and Collaboration: Challenges and Prospects

Electronics ◽  
2021 ◽  
Vol 10 (5) ◽  
pp. 616
Author(s):  
Manuel Ortega
Keyword(s):  
Artificial Intelligence ◽  
Augmented Reality ◽  
Learning Environments ◽  
Learning Systems ◽  
Human Interaction ◽  
Collaborative Systems ◽  
Learner Support ◽  
La Mancha ◽  
E Learning ◽  
The University

Through a series of projects carried out by the Computer–Human Interaction and COllaboration (CHICO) group of the University of Castilla-La Mancha, some proposals are presented to improve the current e-Learning systems by making use of different paradigms of human-computer interaction. Synchronous and asynchronous collaborative systems, ubiquitous computing, and augmented reality can improve the current learning environments. The use of artificial intelligence mechanisms for both learner support and assessment complements these techniques. Emphasis is also placed on the use of automatic application generation techniques using models.

scholarly journals IMPROVING THE ERGONOMIC QUALITY OF AR-BASED E-LEARNING SYSTEMS: A TASK-BASED DESIGN APPROACH

2014 ◽  
Vol 9 (2) ◽  
pp. 150-157
Author(s):  
Costin Pribeanu
Keyword(s):  
Augmented Reality ◽  
Learning Systems ◽  
Design Approach ◽  
Learning Goals ◽  
Teaching Platform ◽  
User Centred Design ◽  
Usability Problem ◽  
E Learning ◽  
Task Sequences

Augmented reality (AR) is a challenging technology for e-learning. Nevertheless, the benefits of AR in terms of increased engagement and motivation could be undermined by a low ergonomic quality. A challenge for designers is to provide students with a usable AR environment that is able to support an effective and efficient achievement of their learning goals. A user-centred design approach requires understanding users and the tasks they perform. This analysis focuses on task modelling and presents a task-based approach to the development of a Chemistry application implemented on an AR teaching platform. The task model enables an analysis of critical task sequences, helps to prevent potential usability problem, and provides with a basis for a task-based approach to evaluation. Key words: ergonomic quality, user-centred design, usability, task modelling, e-learning, augmented reality.

User-Centered Gamification for E-Learning Systems: A Quantitative and Qualitative Analysis of its Application

2019 ◽  
Vol 31 (5) ◽  
pp. 425-445 ◽  
Author(s):  
Ana Carolina Tomé Klock ◽  
Isabela Gasparini ◽  
Marcelo Soares Pimenta
Keyword(s):  
Qualitative Analysis ◽  
Learning Systems ◽  
Controlled Experiment ◽  
Learning System ◽  
Online Course ◽  
Educational Context ◽  
E Learning ◽  
Definition Of ◽  
Game Elements ◽  
User Centered

Abstract Gamification applies game elements in non-game contexts to improve users’ experience. One of the contexts that have mostly taken advantage of gamification is the educational one. However, the students’ experience is unique, since it varies according to their profile. Therefore, the individualities of each student must be considered to improve the students’ experience. This paper aims to explore the gamification properties and analyze the results of the user-centered application. For this, we proposed a framework focused on the user-centered gamification in the educational context, taking into account personal, functional, psychological, temporal, playful, implementable and evaluative properties. After applying the framework in the e-learning system, the controlled experiment with 139 students revealed an increase in students’ interaction, engagement and satisfaction. Thus, our main contributions are the improvement of the students’ experience with the user-centered gamification and the definition of a framework to assist in its application. RESEARCH HIGHLIGHTS This paper proposes a user-centered gamification framework for educational context It has been applied in an e-learning system and a controlled experiment was conducted A total of 139 students enrolled for an online course, and half of them used the gamified version Results indicate an increase in the students’ interaction, engagement and satisfaction

Learning Systems and Gamification

2021 ◽  
pp. 54-67
Author(s):  
Barbara Cleto
Keyword(s):  
Virtual Reality ◽  
Online Learning ◽  
Augmented Reality ◽  
New Technologies ◽  
Physical Space ◽  
Learning Systems ◽  
Learning And Teaching ◽  
E Learning ◽  
Do So

Given the changes that have been recently felt and the transformation of the classroom from a physical space, with one teacher and a set of students, to a mediating platform through which learning and teaching are performed online, it is necessary to get acquainted with the contexts in which these platforms are implemented and how to use them, as well as with models and systems of e-learning, b-learning, or m-learning. While looking for solutions that allow to implement and use gamification for online learning, one also intends to get acquainted with (some of) these platforms, as well as to integrate and combine “new” technologies such as augmented reality and virtual reality with gamification strategies for e-learning. In order to do so, this chapter presents a systematized reading of the studies that was carried out on this particular subject and of what has been published on this theme.

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