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Autor/inn/enAl-Samarraie, Hosam; Selim, Hassan; Zaqout, Fahed
TitelThe Effect of Content Representation Design Principles on Users' Intuitive Beliefs and Use of E-Learning Systems
QuelleIn: Interactive Learning Environments, 24 (2016) 8, S.1758-1777 (20 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1049-4820
DOI10.1080/10494820.2015.1057739
SchlagwörterElectronic Learning; Learning Motivation; Course Content; Intuition; Student Attitudes; Beliefs; College Students; Instructional Design; Decision Making; Computer Use; Goodness of Fit; Foreign Countries; Structural Equation Models; Questionnaires; Likert Scales; Correlation; Validity; Usability; Malaysia
AbstractA model is proposed to assess the effect of different content representation design principles on learners' intuitive beliefs about using e-learning. We hypothesized that the impact of the representation of course contents is mediated by the design principles of alignment, quantity, clarity, simplicity, and affordance, which influence the learner's intuitive beliefs about using e-learning systems. The model was empirically validated using data collected from a survey administered to university students. This study demonstrates that these design principles are essential predictors of learners' intuitive beliefs, which in turn directly influence their decisions about using e-learning systems. The findings provide system designers with quasi-quantitative managerial insights into how to motivate users to continue using e-learning systems. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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