The effect of narrative-based E-learning systems on novice users’ cognitive load while learning software applications

2021 ◽  
Author(s):  
Ali Darejeh ◽  
Nadine Marcus ◽  
John Sweller
Keyword(s):  
Cognitive Load ◽  
Learning Systems ◽  
Software Applications ◽  
Novice Users ◽  
E Learning ◽  
Learning Software

Technological Evaluation and Optimization of E-Learning Systems Components

2011 ◽  
pp. 150-173 ◽  
Author(s):  
Eugenijus Kurilovas ◽  
Valentina Dagiene
Keyword(s):  
Quality Evaluation ◽  
Evaluation Criteria ◽  
Learning Objects ◽  
Learning Systems ◽  
Main Research ◽  
Evaluation Models ◽  
E Learning ◽  
Multiple Criteria Evaluation ◽  
Technological Evaluation ◽  
Learning Software

The main research objective of the chapter is to provide an analysis of the technological quality evaluation models and make a proposal for a method suitable for the multiple criteria evaluation (decision making) and optimization of the components of e-learning systems (i.e. learning software), including Learning Objects, Learning Object Repositories, and Virtual Learning Environments. Both the learning software ‘internal quality’ and ‘quality in use’ technological evaluation criteria are analyzed in the chapter and are incorporated into comprehensive quality evaluation models. The learning software quality evaluation criteria are further investigated in terms of their optimal parameters, and an additive utility function based on experts’ judgements, including multicriteria evaluation, numerical ratings, and weights, is applied to optimize the learning software according to particular learners’ needs.

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.

Standards? What and Why?

2011 ◽  
pp. 3433-3448
Author(s):  
Phil Long ◽  
Frank Tansey
Keyword(s):  
Systems Design ◽  
Building Blocks ◽  
Learning Systems ◽  
Next Generation ◽  
Complex Learning ◽  
E Learning ◽  
Learning Software

Specifications define the nature of the interconnections between the distinct parts of complex learning systems, but not their boundaries.  Next generation CMS tools are emerging from standards discussions that challenge current e-learning systems design boundaries. They raise the prospect of a complex but smoothly functioning set of components and services that aggregate in ways that best serve individual communities of users. Users need to engage in the process to express their requirements for e-learning software. These building blocks, produced by a small number of organizations, are establishing the framework that will enable CMS environments to become vastly different than the CMS you might now be using.

scholarly journals E-learning sostenibile per la didattica del giapponese Progettare per l’apprendimento autonomo

2021 ◽  
Author(s):  
Alessandro Mantelli
Keyword(s):  
New Technologies ◽  
Learning Systems ◽  
Primary Data ◽  
Digital Medium ◽  
Online Technologies ◽  
Sustainability Strategies ◽  
E Learning ◽  
Learning Software ◽  
New Framework

With the Lisbon 2000 Strategy, the focus of education systems has shifted from contents to competencies and due to the constant update of new technologies, education has to be considered as a lifelong process. In this context, online technologies play an increasingly crucial role. While research on learning software has mainly focused on the contents and digital medium in teaching, this study examines aspects of the digital artifacts that have been rarely investigated but are fundamental to increase the learner’s motivation, including system, interface, navigation, and graphics. Specifically, this work develops a new framework to analyse user experience and sustainability strategies that have been implemented in the case study JaLea. The analysis of primary data, collected with surveys and interviews, allows determining whether these strategies are effective for the creation of e-learning systems that are useful for the learner’s personal study, as well as investigate possible developments for teaching environments.

PENGARUH PRODUCT DIFFERENTIATION TERHADAP KEPUTUSAN PEMBELIAN PIRANTI LUNAK JASA PENDIDIKAN PT. X

2018 ◽  
Vol 3 ◽  
pp. 243-249
Author(s):  
Machmed Tun Ganyang
Keyword(s):  
Product Differentiation ◽  
Smart Phones ◽  
Purchase Decision ◽  
The Internet ◽  
Software Application ◽  
Software Applications ◽  
New Business ◽  
E Learning ◽  
Learning Software ◽  
Almost All

Nowadays the development of technology and the internet is progressing; with most people in Indonesia are already having smart phones and using the internet in their daily needs. No wonder the number of business opportunities that can be utilized, with the condition of almost all people are literate technologically, especially in big cities. This phenomenon promotes software education to be one of the business trends, and although it is a relatively new business, it is growing, in this case the business associated with PT. X  which  is one of the education software application companies that focuses on the field of education for the students from elementary schools to high schools/vocational schools. In this study, the researcher focus on the effects of product differentiation features in attracting students to buy the PT. X software applications. The result shows that the variable of Product Differentiation (X) has significant effect to purchase decision (Y). Keywords: product differentiation, purchase decision, e-learning, software applications

Standards? What and Why?

2011 ◽  
pp. 14-38
Author(s):  
Phil Long ◽  
Frank Tansey
Keyword(s):  
Systems Design ◽  
Building Blocks ◽  
Learning Systems ◽  
Next Generation ◽  
Complex Learning ◽  
E Learning ◽  
Learning Software

Specifications define the nature of the interconnections between the distinct parts of complex learning systems, but not their boundaries.  Next generation CMS tools are emerging from standards discussions that challenge current e-learning systems design boundaries. They raise the prospect of a complex but smoothly functioning set of components and services that aggregate in ways that best serve individual communities of users. Users need to engage in the process to express their requirements for e-learning software. These building blocks, produced by a small number of organizations, are establishing the framework that will enable CMS environments to become vastly different than the CMS you might now be using.

scholarly journals Learning Analytics for Diagnosing Cognitive Load in E-Learning Using Bayesian Network Analysis

2021 ◽  
Vol 13 (18) ◽  
pp. 10149
Author(s):  
Younyoung Choi ◽  
Jigeun Kim
Keyword(s):  
Academic Achievement ◽  
Learning Environment ◽  
Cognitive Load ◽  
Bayesian Network ◽  
Diagnostic Information ◽  
Learning Systems ◽  
Learning System ◽  
Extraneous Cognitive Load ◽  
Intrinsic Cognitive Load ◽  
E Learning

A learner’s cognitive load is highly associated with their academic achievement within learning systems. Diagnostic information about a learner’s cognitive load is useful for achieving optimal learning, by enabling the learner to manage and control their cognitive load in the e-learning environment. However, little empirical research has been conducted to obtain diagnostic information about the cognitive load in e-learning systems. The purpose of this study was to analyze a personalized diagnostic evaluation for a learner’s cognitive load in an e-learning system, using the Bayesian Network (BN) as a learning analytic method. Data from 700 learners were collected from Cyber University. A learner’s cognitive load level was measured in terms of three components: extraneous cognitive load, intrinsic cognitive load, and germane cognitive load. The BN was built by representing the relationship among the extraneous cognitive load, intrinsic cognitive load, germane cognitive load, and academic achievement. The conditional and marginal probabilities in the BN were estimated. This study found that the BN provided diagnostic information about a learner’s level of cognitive load in the e-learning system. In addition, the BN predicted the learner’s academic achievement in terms of their different cognitive load patterns. This study’s results imply that diagnostic information related to cognitive load helps learners to improve academic achievement by managing and controlling their cognitive loads in the e-learning environment. In addition, instructional designers are able to offer more appropriately customized instructional methods by considering learners’ cognitive loads in online learning.

scholarly journals Usability Evaluation Approach for VLS: A Conceptual Framework

2013 ◽  
Vol 6 (2) ◽  
pp. 317-320
Author(s):  
Kelvin Kabeti Omieno ◽  
Laban Oenga ◽  
Dr. George Raburu
Keyword(s):  
User Satisfaction ◽  
Virtual Learning ◽  
Learning Systems ◽  
Learning System ◽  
Software Systems ◽  
Maturity Model ◽  
Education Professionals ◽  
Evaluation Approach ◽  
E Learning ◽  
Learning Software

E-learning software systems have been proposed by many researchers and academics as alternative platform for pedagogy other than traditional face-to-face. One of such information systems (IS) is Virtual learning Systems (VLS). VLS are becoming an increasingly common form of education due to the need for a platform that provides ability to connect people with required sets of skills, regardless of their location in the world.  However, user satisfaction has always been a major factor in the success of software, regardless of whether the software is closed proprietary or open source software (OSS). Although user-centred designs are gaining recognition among virtual learning systems (VLS) community, many design scenarios still do not incorporate usability as one of their primary goals. Accordingly, many individuals believe that if VLS was more usable, its popularity would increase tremendously. Although there are strong usability models for IS, there is still potential to improve the usability of VLS.  The usability assessment of VLS projects is an area where relatively little research has been conducted, and, accordingly, the main contribution of this work is a methodology that evaluates the usability maturity of a VLS project. Consequently, the study presents a usability maturity model that is aimed at usability-related issues for virtual learning system projects. The model to be developed is a response to a need for measuring the extent to which virtual learning systems software projects support usability. Specifically, it is intended for assessing and improving the usability aspect in VLS software development. The deductions from the research findings will be especially useful to e-learning practitioners, ICT and Education professionals and policy makers and researchers in Virtual Learning Environments.

Assessment of Cognitive Load in Multimedia Learning Using Dual-Task Methodology

2002 ◽  
Vol 49 (2) ◽  
pp. 109-119 ◽  
Author(s):  
Roland Brünken ◽  
Susan Steinbacher ◽  
Jan L. Plass ◽  
Detlev Leutner
Keyword(s):  
Cognitive Load ◽  
Dual Task ◽  
Cognitive Load Theory ◽  
Multimedia Learning ◽  
Learning Systems ◽  
Learning Materials ◽  
New Approach ◽  
Direct Assessment ◽  
Load Theory ◽  
Audiovisual Presentation

Abstract. In two pilot experiments, a new approach for the direct assessment of cognitive load during multimedia learning was tested that uses dual-task methodology. Using this approach, we obtained the same pattern of cognitive load as predicted by cognitive load theory when applied to multimedia learning: The audiovisual presentation of text-based and picture-based learning materials induced less cognitive load than the visual-only presentation of the same material. The findings confirm the utility of dual-task methodology as a promising approach for the assessment of cognitive load induced by complex multimedia learning systems.

Platform for Analysing and Encouraging Student Activity on Contest and E-learning Systems

2018 ◽  
Vol 12 ◽  
pp. 85-98
Author(s):  
Bojan Kostadinov ◽  
Mile Jovanov ◽  
Emil STANKOV
Keyword(s):  
Machine Learning ◽  
Data Collection ◽  
Educational Policy ◽  
Learning Systems ◽  
Data Sources ◽  
Or Education ◽  
Student Activity ◽  
The World ◽  
E Learning ◽  
Analyse Data

Data collection and machine learning are changing the world. Whether it is medicine, sports or education, companies and institutions are investing a lot of time and money in systems that gather, process and analyse data. Likewise, to improve competitiveness, a lot of countries are making changes to their educational policy by supporting STEM disciplines. Therefore, it’s important to put effort into using various data sources to help students succeed in STEM. In this paper, we present a platform that can analyse student’s activity on various contest and e-learning systems, combine and process the data, and then present it in various ways that are easy to understand. This in turn enables teachers and organizers to recognize talented and hardworking students, identify issues, and/or motivate students to practice and work on areas where they’re weaker.

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