Improving the Usability in Learning and Course Materials

2011 ◽  
pp. 1887-1892
Author(s):  
Maria Elizabeth Sucupira Furtado
Keyword(s):  
User Interfaces ◽  
Interactive Learning ◽  
System Development ◽  
Virtual Learning Environment ◽  
Learning System ◽  
Learning Context ◽  
Design And Development ◽  
Course Materials ◽  
Course Material ◽  
Multiple Devices

Human-computer interaction (HCI) is a discipline concerned with the study, design, and development of high-usability interactive systems (ISs) focusing on users’ needs and their experiences with technologies, among others. In a simplified way, the usability of an IS refers to how easy it is to use and to learn. HCI is a very broad discipline that encompasses different specialties with different concerns regarding computer development: software engineering (SE) is concerned with the design and development of high-quality ISs focusing on schedule, budget, communication, and productivity. The quality of an IS refers to how satisfied the system clients and/or users are, verifying whether the system is performing exactly what was requested. In order to achieve both IS usability and quality, it is necessary to go beyond designing user interfaces (UIs) and that they are easier to use and learn. It is important to define methods and use techniques (as ethnographic, semiotic, prototypes), which help designers to understand HCI concepts and build better interactive artifacts (as widgets) and to understand the effects that systems will have on humans (Cooper & Reimann, 2003). Some HCI concepts are characteristics of users (such as their preferences, language, culture, and system experience) and their contexts of use (such as great familiarity with a device, easy accessibility, and good luminosity of the environment). In the interactive learning context, it is necessary to consider HCI concepts into an interactive learning system development method. The pedagogic usability of an interactive learning system is related to how easy and effective it is for a student to learn something using multiple devices (such as palm, camera, cell phone) to interact with the system. For these reasons, it is important not only to think about the IS quality, but about its usability as well. In this text, an interactive learning system is composed of a virtual learning environment (VLE), with tools to support a collaborative learning and interactive course materials available for the users through this environment. So, it is important not only to think about the VLE usability, but also about the interactive course material usability.

scholarly journals Adaptive Virtual Learning Environment based on Learning Styles for Personalizing E-learning System: Design and Implementation

2020 ◽  
Vol 8 (6) ◽  
pp. 3398-3406
Keyword(s):  
Learning Environment ◽  
Learning Styles ◽  
User Interfaces ◽  
Adaptive Learning ◽  
Architectural Design ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Learning System ◽  
Course Content ◽  
E Learning

Most virtual learning environment fails to recognize that students have different needs when it comes to learning. With the evolving characteristics and tendencies of students, these learning environments must provide adaptation and personalization features for adaptive learning materials, course content and navigational designs to support student’s learning styles. Based from the data mining results of learner behavioral features of five hundred seven (507) tertiary students, an accurate model for classification of student’s learning styles were derived using J48 decision tree algorithm. The model was implemented in a prototype using a framework and a proposed system architectural design of an adaptive virtual learning environment. The study resulted in the development of an adaptive virtual learning environment prototype where learner’s preferences are dynamically diagnosed to intelligently personalize the course content design and user interfaces for them.

The Effects of an Interactive Learning System on PANCE Performance

2008 ◽  
Vol 19 (3) ◽  
pp. 30-34
Author(s):  
Scott Massey ◽  
Mona Sedrak ◽  
Louise Lee
Keyword(s):  
Interactive Learning ◽  
Learning System

scholarly journals Profile reliability to improve recommendation in social-learning context

2018 ◽  
Vol 44 (2) ◽  
pp. 433-454 ◽  
Author(s):  
Corinne Amel Zayani ◽  
Leila Ghorbel ◽  
Ikram Amous ◽  
Manel Mezghanni ◽  
André Péninou ◽  
...  
Keyword(s):  
Social Network ◽  
Social Learning ◽  
Learning System ◽  
Learning Context ◽  
Content Type ◽  
Semantic Relationships ◽  
The Hierarchical Structure ◽  
E Learning ◽  
Many Sources

Purpose Generally, the user requires customized information reflecting his/her current needs and interests that are stored in his/her profile. There are many sources which may provide beneficial information to enrich the user’s interests such as his/her social network for recommendation purposes. The proposed approach rests basically on predicting the reliability of the users’ profiles which may contain conflictual interests. The paper aims to discuss this issue. Design/methodology/approach This approach handles conflicts by detecting the reliability of neighbors’ profiles of a user. The authors consider that these profiles are dependent on one another as they may contain interests that are enriched from non-reliable profiles. The dependency relationship is determined between profiles, each of which contains interests that are structured based on k-means algorithm. This structure takes into consideration not only the evolutionary aspect of interests but also their semantic relationships. Findings The proposed approach was validated in a social-learning context as evaluations were conducted on learners who are members of Moodle e-learning system and Delicious social network. The quality of the created interest structure is assessed. Then, the result of the profile reliability is evaluated. The obtained results are satisfactory. These results could promote recommendation systems as the selection of interests that are considered of enrichment depends on the reliability of the profiles where they are stored. Research limitations/implications Some specific limitations are recorded. As the quality of the created interest structure would evolve in order to improve the profile reliability result. In addition, as Delicious is used as a main data source for the learner’s interest enrichment, it was necessary to obtain interests from other sources, such as e-recruitement systems. Originality/value This research is among the pioneer papers to combine the semantic as well as the hierarchical structure of interests and conflict resolution based on a profile reliability approach.

Deployment of Mobile Learning Course Materials to Android Powered Mobile Devices

2012 ◽  
Vol 10 (3) ◽  
pp. 1-16 ◽  
Author(s):  
Lee Chao
Keyword(s):  
Mobile Devices ◽  
Teaching And Learning ◽  
Science Curriculum ◽  
Object Oriented ◽  
Object Oriented Programming ◽  
Traditional Course ◽  
Course Materials ◽  
Course Material ◽  
Android Market

The objective of this article is to facilitate mobile teaching and learning by providing an alternative course material deployment method. This article suggests a course material deployment platform for small universities or individual instructors. Different from traditional course material deployment methods, the method discussed deploys course materials by using services provided by Android Market. After comparing the traditional course material deployment and the alternative deployment, the author presents strategies to take advantage of Android Market in delivering course materials to mobile devices. Through a case study, this article illustrates the application of these strategies in deploying a class menu for an object-oriented programming course in the computer science curriculum.

A Systems Approach to the Design and Development of Interactive Videodisc Training

1989 ◽  
Vol 17 (4) ◽  
pp. 255-271 ◽  
Author(s):  
Jeffrey A. Cantor
Keyword(s):  
Formative Evaluation ◽  
Systems Approach ◽  
System Development ◽  
Process Analysis ◽  
Evaluation Process ◽  
Interactive Videodisc ◽  
Systematic Design ◽  
Design And Development ◽  
Test And Evaluation ◽  
Instructional Product

This article describes a four-phased process used by the U.S. Navy for the systematic design and development of interactive videodisc (IVD) courseware (ICW). Phase One of the process, Analysis and Alternatives, describes the methodology for analyzing job/task data for the purpose of verifying the appropriateness of interactive videodisc as the medium of instructional choice, and for analyzing the proposed problem, and scoping out the approach and solution. Phase Two, System Design, describes the process for the layout and design of the IVD instructional product. Phase Three, System Development, discusses the process followed to actually develop and construct an IVD system. Lastly, Phase Four, System Test and Evaluation, will describe the formative evaluation process through which the IVD product and system is proven ready for use.

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