Isolation and Distinctiveness in the Design of E-Learning Systems Influence User Preferences

Autor/inn/en	Al-Samarraie, Hosam; Selim, Hassan; Teo, Timothy; Zaqout, Fahed
Titel	Isolation and Distinctiveness in the Design of E-Learning Systems Influence User Preferences
Quelle	In: Interactive Learning Environments, 25 (2017) 4, S.452-466 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2016.1138313
Schlagwörter	Foreign Countries; Undergraduate Students; Instructional Design; Online Courses; Electronic Learning; Cognitive Processes; Difficulty Level; Preferences; Hypothesis Testing; Knowledge Representation; Readability; Memory; Usability; Man Machine Systems; Student Surveys; Structural Equation Models; Factor Analysis; Reliability; Validity; Statistical Analysis; Likert Scales; Malaysia + Suchen Sie Ihr Suchwort? Ausland; Lesson concept; Lessonplan; Unterrichtsentwurf; Online course; Online-Kurs; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Hypothesenprüfung; Hypothesentest; Wissensrepräsentation; Lesbarkeit; Gedächtnis; Mensch-Maschine-System; Schülerbefragung; Faktorenanalyse; Reliabilität; Gültigkeit; Statistische Analyse; Likert-Skala
Abstract	When faced with excessive detail in an online environment, typical users have difficulty processing all the elements of representation. This in turn creates cognitive overload, which narrows the user's focus to a few select items. In the context of e-learning, we translated this aspect as the learner's demand for a system that facilitates the retrieval of learning content--one in which the representation is easy to read and understand. We hypothesized that the representation of content in an e-learning system's design is an important antecedent for learner preferences. The aspects of isolation and distinctiveness were incorporated into the design of e-learning representation as an attempt to promote student cognition. Following its development, the model was empirically validated by conducting a survey of 300 university students. We found that isolation and distinctiveness in the design elements appeared to facilitate the ability of students to read and remember online learning content. This in turn was found to drive user preferences for using e-learning systems. The findings provide designers with managerial insights for enticing learners to continue using e-learning systems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01