scholarly journals Automated Usability Evaluation of E-Learning Websites in Saudi Arabia

2017 ◽  
Author(s):  
Khalid Al-Omar
Keyword(s):  
Saudi Arabia ◽  
Usability Evaluation ◽  
E Learning ◽  
Automated Usability Evaluation

Evaluating an E-Learning Application to Protect Vulnerable Users From Cyberbullying

2019 ◽  
pp. 385-404
Author(s):  
Marian McDonnell ◽  
Hannah O'Sheehan ◽  
Irene Connolly
Keyword(s):  
Young Adults ◽  
Intellectual Disability ◽  
Focus Group ◽  
Emotional Response ◽  
Usability Evaluation ◽  
User Group ◽  
Mixed Methods Design ◽  
Moderate Intellectual Disability ◽  
Significant Relationships ◽  
E Learning

This research project evaluates Let's Be Safe, an e-learning application. This application aims to educate young adults with intellectual disability about cyberbullying—an issue prevalent among this population—and cybersafety. Twenty-two individuals with mild to moderate intellectual disability took part in the research. The study employed a mixed-methods design including observational and inquiry methods of usability evaluation as well as focus groups. The evaluation investigated the relationships between perceived aesthetics, emotional response, and usability for the application. The focus group gathered information from the participants regarding their knowledge and experience of cyberbullying and cybersafety. The analyses found no significant relationships between aesthetics, emotional response, and usability for this user group. However, the research gathered data, which will contribute to the development of Let's Be Safe. The findings of the focus group revealed that cyberbullying is an issue among this population.

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.

Evaluating an E-Learning Application to Protect Vulnerable Users From Cyberbullying

2022 ◽  
pp. 286-305
Author(s):  
Marian McDonnell ◽  
Hannah O'Sheehan ◽  
Irene Connolly
Keyword(s):  
Young Adults ◽  
Intellectual Disability ◽  
Focus Group ◽  
Emotional Response ◽  
Usability Evaluation ◽  
User Group ◽  
Mixed Methods Design ◽  
Moderate Intellectual Disability ◽  
Significant Relationships ◽  
E Learning

This research project evaluates Let's Be Safe, an e-learning application. This application aims to educate young adults with intellectual disability about cyberbullying—an issue prevalent among this population—and cybersafety. Twenty-two individuals with mild to moderate intellectual disability took part in the research. The study employed a mixed-methods design including observational and inquiry methods of usability evaluation as well as focus groups. The evaluation investigated the relationships between perceived aesthetics, emotional response, and usability for the application. The focus group gathered information from the participants regarding their knowledge and experience of cyberbullying and cybersafety. The analyses found no significant relationships between aesthetics, emotional response, and usability for this user group. However, the research gathered data, which will contribute to the development of Let's Be Safe. The findings of the focus group revealed that cyberbullying is an issue among this population.

scholarly journals A Study on the Usability of Moodle and Blackboard – Saudi Students Perspectives

2020 ◽  
Vol 14 (10) ◽  
pp. 159
Author(s):  
Aseel Alghafis ◽  
Atheer Alrasheed ◽  
Amal Abdulghany
Keyword(s):  
Saudi Arabia ◽  
User Interface ◽  
University Students ◽  
Empirical Research ◽  
Learning Management Systems ◽  
Management Systems ◽  
Saudi Students ◽  
Blackboard Systems ◽  
The World ◽  
E Learning

<p class="0abstract">Nowadays, e-learning management systems are used in many universities around the world. In Saudi Arabia, universities use several systems such as Moodle and Blackboard. However, only little empirical research has been conducted on Saudi students’ preference for such systems. This study compared the usability of Moodle and Blackboard systems among Saudi university students. Specifically, three comparison metrics have been considered: user interface, download and upload service and materials organization. The results showed that the students preferred Moodle and believed that it is more usable than Blackboard in all studied metrics.</p>

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