scholarly journals A literature review about usability evaluation methods for e-learning platforms

Work ◽  
2012 ◽  
Vol 41 ◽  
pp. 1038-1044 ◽  
Author(s):  
Luciana Lopes Freire ◽  
Pedro Miguel Arezes ◽  
José Creissac Campos
Keyword(s):  
Literature Review ◽  
Evaluation Methods ◽  
Usability Evaluation ◽  
E Learning ◽  
Learning Platforms ◽  
Usability Evaluation Methods

scholarly journals Combinations of Methods for Collaborative Evaluation of the Usability of Interactive Software Systems

2016 ◽  
Vol 2016 ◽  
pp. 1-16 ◽  
Author(s):  
Andrés Solano ◽  
César A. Collazos ◽  
Cristian Rusu ◽  
Habib M. Fardoun
Keyword(s):  
Relevant Information ◽  
Evaluation Methods ◽  
Usability Evaluation ◽  
Quality Characteristic ◽  
Interactive System ◽  
Software Systems ◽  
Interactive Software ◽  
Combination Of Methods ◽  
Collaborative Evaluation ◽  
Usability Evaluation Methods

Usability is a fundamental quality characteristic for the success of an interactive system. It is a concept that includes a set of metrics and methods in order to obtain easy-to-learn and easy-to-use systems. Usability Evaluation Methods, UEM, are quite diverse; their application depends on variables such as costs, time availability, and human resources. A large number of UEM can be employed to assess interactive software systems, but questions arise when deciding which method and/or combination of methods gives more (relevant) information. We proposeCollaborative Usability Evaluation Methods, CUEM, following the principles defined by the Collaboration Engineering. This paper analyzes a set of CUEM conducted on different interactive software systems. It proposes combinations of CUEM that provide more complete and comprehensive information about the usability of interactive software systems than those evaluation methods conducted independently.

Usability in the Context of e-Learning

2011 ◽  
pp. 121-144 ◽  
Author(s):  
Panagiotis Zaharias
Keyword(s):  
Instructional Design ◽  
Adult Learners ◽  
End Users ◽  
Usability Evaluation ◽  
Design Parameters ◽  
Motivation To Learn ◽  
The Poor ◽  
E Learning ◽  
New Type ◽  
Usability Evaluation Methods

The issue of e-learning quality remains prominent on end users’ (the learners’) agenda. It is no surprise that many non-motivated adult learners abandon prematurely their e-learning experiences. This is attributed in a great extent to the poor design and usability of e-learning applications. This paper proposes a usability framework that addresses the user as a learner and extends the current e-learning usability practice by focusing on the affective dimension of learning, a frequently neglected issue in e-learning developments. Motivation to learn, a dominant affective factor related with learning effectiveness, has been similarly neglected. Usability and instructional design constructs as well as Keller’s ARCS Model are being employed within the framework proposed in this work upon which new usability evaluation methods can be based. This framework integrates web usability and instructional design parameters and proposes motivation to learn as a new type of usability dimension in designing and evaluating e-learning applications.

Striving for Inclusion in E-Learning and E-Health

2021 ◽  
pp. 44-72
Author(s):  
Sandra Sanchez-Gordon
Keyword(s):  
Life Cycle ◽  
Literature Review ◽  
Online Courses ◽  
Research Process ◽  
Future Research ◽  
Online Platforms ◽  
E Learning ◽  
Learning Platforms ◽  
To Come ◽  
Definition Of

The purpose of this chapter is to present a seven-year journey to understand the barriers that people face when interacting with e-learning and e-health online platforms and to come up with software engineering solutions to make these platforms more inclusive. This chapter per the author presents a set of contributions intended to serve as steppingstones to future research efforts. These contributions include a literature review about accessibility of e-learning platforms; the accessibility audit of e-learning and e-health platforms; the identification of accessibility requirements; the design of architectures, process, and models to improve accessibility; and the definition of a life cycle for the management of accessible online courses. In this context, this chapter relate the evolution of the research process followed and summarize the results obtained so far.

A Systematic Review of Gamification Within E-Learning

2022 ◽  
pp. 123-140
Author(s):  
Samuel Muthee Kamunya ◽  
Robert Obwocha Oboko ◽  
Elizaphan Muuro Maina ◽  
Evans Kirimi Miriti
Keyword(s):  
Systematic Review ◽  
Literature Review ◽  
Systematic Reviews ◽  
Policy Makers ◽  
Learning Platform ◽  
E Learning ◽  
Learning Platforms ◽  
Meta Analyses ◽  
Enhanced Learning ◽  
User Motivation

The focus of this study was to review and evaluate the effectiveness of gamification within e-learning platforms. The study deployed systematic literature review methodology to evaluate how effective gamification has been used within e-learning platforms. The study used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Approach (PRISMA), starting with 366 articles, shifting to a final 34 articles for consideration. It was established that gamification positively influences and enhances learning within the e-learning platform. Therefore, the study recommends policy makers, designers, and implementers of e-learning platforms to consider incorporating gamification elements in order to increase user motivation and engagement for enhanced learning.

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