An e-Learning Services Discovery Algorithm Based on User Satisfaction

2008 ◽  
Author(s):  
Zheng-zhou Zhu ◽  
Zhong-fu Wu ◽  
Shang-bo Zhou
Keyword(s):  
User Satisfaction ◽  
E Learning

scholarly journals Learner-User Satisfaction Survey in the AdaptWeb Platform using the Learner Choices from Learner-Driven Learning

2020 ◽  
Vol 28 ◽  
pp. 420-435
Author(s):  
Alessandro Da Silveira Dias ◽  
Leandro Krug Wives
Keyword(s):  
User Satisfaction ◽  
Serious Games ◽  
Learning Systems ◽  
Online Course ◽  
Satisfaction Survey ◽  
Learning Paradigm ◽  
Making Choices ◽  
E Learning ◽  
Definition Of ◽  
The Way

In this paper, we review the definition of the learner choices from the Learner-driven Learning paradigm for e-learning systems. After this, we analyze how different categories of e-learning systems enable the user to make these choices, such as Serious Games. We present in detail how AdaptWeb platform makes available these choices to learner users. Additionally, we present a satisfaction survey performed after an online course on AdaptWeb platform. The survey questions were about making choices during learning and about the way AdaptWeb makes the choices available to learner-users. Summarizing the results, students enjoyed being able to make choices about their own learning and felt that this possibility was beneficial to their learning. Moreover, they liked the way AdaptWeb makes the choices available to students. Most of the students found the system easy to use, intuitive, and the student's choices were explicit and easy to take.

scholarly journals INTELLIGENT VOICE-BASED E-EDUCATION SYSTEM: A FRAMEWORK AND EVALUATION

2010 ◽  
pp. 327-334
Author(s):  
Ambrose Azeta ◽  
Charles K. Ayo ◽  
Aderemi Aaron Anthony Atayero ◽  
Nicholas Ikhu-Omoregbe
Keyword(s):  
Education System ◽  
User Satisfaction ◽  
Visually Impaired ◽  
Learning Objects ◽  
Usability Study ◽  
Web Based ◽  
System A ◽  
Autonomous Decision ◽  
E Learning ◽  
Phone Access

Voice-based web e-Education is a technology-supported learning paradigm that allows phone-access of learners to e-Learning web-based applications. These applications are designed mainly for the visually impaired. They are however lacking in attributes of adaptive and reusable learning objects, which are emerging requirements for applications in these domain. This paper presents a framework for developing intelligent voice-based applications in the context of e-Education. The framework presented supports intelligent components such as adaptation and recommendation services. A prototype Intelligent Voice-based E-Education System (iVEES) was developed and subjected to test by visually impaired users. A usability study was carried out using the International Standard Organization’s (ISO) 9241-11 specification to determine the level of effectiveness, efficiency and user satisfaction. Report of our findings shows that the application is of immense benefit, based on the system’s inherent capacity for taking autonomous decision that are capable of adapting to users’ requests.

Development and Evaluation of Intelligent Agent- Based Teaching Assistant in E-Learning Portals

2018 ◽  
pp. 798-809
Author(s):  
Saeed Rouhani ◽  
Seyed Vahid Mirhosseini
Keyword(s):  
User Satisfaction ◽  
Intelligent Agents ◽  
Systems Design ◽  
Ease Of Use ◽  
Agent Based ◽  
Face To Face ◽  
Educational Assistants ◽  
Virtual Universities ◽  
E Learning ◽  
Expectancy Confirmation

Today, several educational portals established by organizations to enhance web E-learning. Intelligence agent's usage is necessary to improve the system's quality and cover limitations such as face-to-face relation. In this research, after finding two main approaches in this field that are fundamental use of intelligent agents in systems design and focusing on human-based agents, second method selected and is designed and implemented in a simple way as an educational assistant to answer the students frequently asked questions. Consequently the efficiency of this method is evaluated by Expectancy confirmation-Information technology model. By examining the results of the students interacted with designed agent through the learning management system of Mehralborz institute, and the conceptual model based on e-learning effectiveness, ease of use, user satisfaction, and usefulness variables gained the scores of 55, 58 and 57 percent that represents the overall effectiveness factor is medium. Some applicative suggestions for developing intelligent agents as educational assistants are provided for virtual universities and e-learning portals.

End-User Quality of Experience-Aware Personalized E-Learning

2011 ◽  
pp. 281-301
Author(s):  
Cristina Hava Muntean ◽  
Gabriel-Miro Muntean
Keyword(s):  
Learning Process ◽  
User Satisfaction ◽  
Quality Of Experience ◽  
Learning System ◽  
Learning Performance ◽  
End User ◽  
Delivery Performance ◽  
E Learning ◽  
Result Analysis

Lately, user quality of experience (QoE) during their interaction with a system is a significant factor in the assessment of most systems. However, user QoE is dependent not only on the content served to the users, but also on the performance of the service provided. This chapter describes a novel QoE layer that extends the features of classic adaptive e-learning systems in order to consider delivery performance in the adaptation process and help in providing good user perceived QoE during the learning process. An experimental study compared a classic adaptive e-learning system with one enhanced with the proposed QoE layer. The result analysis compares learner outcome, learning performance, visual quality and usability of the two systems and shows how the QoE layer brings significant benefits to user satisfaction improving the overall learning process.

A Heuristic Methodology for Multi-Criteria Evaluation of Web-Based E-Learning Systems Based on User Satisfaction

2008 ◽  
Vol 8 (24) ◽  
pp. 4603-4609 ◽  
Author(s):  
I. Mahdavi ◽  
H. Fazlollaht ◽  
A. Heidarzade ◽  
N. Mahdavi-Am ◽  
Y.I. Rooshan
Keyword(s):  
User Satisfaction ◽  
Learning Systems ◽  
Web Based ◽  
Multi Criteria Evaluation ◽  
E Learning ◽  
Heuristic Methodology

Development and Evaluation of Intelligent Agent- Based Teaching Assistant in e-Learning Portals

2015 ◽  
Vol 10 (4) ◽  
pp. 52-62
Author(s):  
Saeed Rouhani ◽  
Seyed Vahid Mirhosseini
Keyword(s):  
User Satisfaction ◽  
Intelligent Agents ◽  
Systems Design ◽  
Ease Of Use ◽  
Agent Based ◽  
Face To Face ◽  
Educational Assistants ◽  
Virtual Universities ◽  
E Learning ◽  
Expectancy Confirmation

Today, several educational portals established by organizations to enhance web E-learning. Intelligence agent's usage is necessary to improve the system's quality and cover limitations such as face-to-face relation. In this research, after finding two main approaches in this field that are fundamental use of intelligent agents in systems design and focusing on human-based agents, second method selected and is designed and implemented in a simple way as an educational assistant to answer the students frequently asked questions. Consequently the efficiency of this method is evaluated by Expectancy confirmation-Information technology model. By examining the results of the students interacted with designed agent through the learning management system of Mehralborz institute, and the conceptual model based on e-learning effectiveness, ease of use, user satisfaction, and usefulness variables gained the scores of 55, 58 and 57 percent that represents the overall effectiveness factor is medium. Some applicative suggestions for developing intelligent agents as educational assistants are provided for virtual universities and e-learning portals.

Applying KANO Model for Users’ Satisfaction Assessment in E-Learning Systems

2012 ◽  
Vol 8 (3) ◽  
pp. 1-12 ◽  
Author(s):  
Maryam Rezaie ◽  
Hamid Eslami Nosratabadi ◽  
Hamed Fazlollahtabar
Keyword(s):  
User Interface ◽  
User Satisfaction ◽  
User Behavior ◽  
Asynchronous Learning ◽  
User Characteristics ◽  
Kano Model ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
High Satisfaction ◽  
E Learning

Many projects fail due to lack of product development to meet customer needs, leading to a waste of organizational resources and non systematic creation of products. Understanding user behavior and the effective management are key elements in the competitive knowledge-based economy. One of the outlets for knowledge-based economy is e-learning, facilitating education using information technology (IT) infrastructure, which plays an important role in today’s virtual world breaking distance and time obstacles. The purpose of this study is to probe e-learning users’ satisfaction attributes having noticeable impacts on enhancing instruction paradigm. Therefore, using two concepts of asynchronous learning and KANO model, the authors conduct a survey on user satisfaction in e-learning educational centers in Iran via interviews. Five satisfaction factors are pedagogical regulation, user characteristics, user interface, ICT infrastructures, group interactivity, and content. A questionnaire is proposed based on KANO concept and samples are collected. The statistical analyses are worked out on questionnaires applying Statistical Package for the Social Sciences (SPSS) software package. The results show that group interaction and user interface have high satisfaction level while content and infrastructures are the effective factors of dissatisfaction.

Value, Satisfaction, and Effectiveness

2006 ◽  
pp. 18-89
Author(s):  
Yair Levy
Keyword(s):  
Information Systems ◽  
User Satisfaction ◽  
Value Theory ◽  
Learning Systems ◽  
Mediated Learning ◽  
End User ◽  
Perceived Satisfaction ◽  
E Learning ◽  
Education Marketing ◽  
Systems Effectiveness

In this chapter, a comprehensive review of the major literature streams is presented and serves as a foundation for this book. To identify the relevant theories of value, this chapter starts with a discussion of the value theory from the field of behavioral research psychology and explores its implications on research in the fields of education, marketing, and information systems (IS). Rokeach’s Value Survey (RVS) theory, List of Values (LOV) theory, and value of information systems are discussed as the theoretical foundation for this study of learners’ perceived value of e-learning systems. To identify the relevant theories for studying user satisfaction of information systems, this chapter provides a discussion of two valid theories of user satisfaction from the IS field. User Information Satisfaction (UIS) theory and End-User Computing Satisfaction (EUCS) theory are presented as the foundation for guiding the assessment measures related to learners’ perceived satisfaction with e-learning systems. In the pursuit of development of a sound instrument to assess learners’ perceived e-learning systems effectiveness, this chapter continues with a discussion of IS Effectiveness theory from the field of information systems. Technology mediated learning (TML) literature from IS and education is presented (e.g., Alavi, 1994; Alavi, Wheeler, & Valacich, 1995; Hiltz & Johnson, 1990; Hiltz & Wellman, 1997; Leidner & Jarvenpaa, 1993; Marks, 2000; Piccoli, Ahmad, & Ives, 2001; Webster & Hackley, 1997).

scholarly journals Do course evaluation systems have an influence on e-learning student satisfaction?

2019 ◽  
Vol 13 (1) ◽  
pp. 18-32 ◽  
Author(s):  
Óscar Martín Rodríguez ◽  
Francisco González-Gómez ◽  
Jorge Guardiola
Keyword(s):  
Student Satisfaction ◽  
User Satisfaction ◽  
Ordinary Least Squares ◽  
Assessment Method ◽  
Course Evaluation ◽  
Education Student ◽  
Content Type ◽  
Learning Satisfaction ◽  
E Learning ◽  
The Relationship

Purpose The purpose of this paper is to focus on the relationship between student assessment method and e-learning satisfaction. Which e-learning assessment method do students prefer? The assessment method is an additional determinant of the effectiveness and quality that affects user satisfaction with online courses. Design/methodology/approach The study employs data from 1,114 students. The first set of data was obtained from a questionnaire on the online platform. The second set of information was obtained from the external assessment reports by e-learning specialists. The satisfaction revealed by the students in their responses to the questionnaire is the dependent variable in the multivariate technique. In order to estimate the influence of the independent variables on the global satisfaction, we use the ordinary least squares technic. This method is the most appropriate for dependent discrete variables whose categories are ordered but have multiple categories, as is the case for the dependent variable. Findings The method influences e-learning satisfaction, even though only slightly. The students are reluctant to be assessed by a final exam. Students prefer systems that award more importance to the assessment of coursework as part of the final mark. Practical implications Knowing the level of student satisfaction and the factors that influence it is helpful to the teachers for improving their courses. Originality/value In online education, student satisfaction is an indicator of the quality of the education system. Although previous research has analyzed the factors that influence e-student satisfaction, to the best of authors’ knowledge, no previous research has specifically analyzed the relationship between assessment systems and general student satisfaction with the course.

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