The Impact of the Interface Design on web-base Learning: Visual and Navigation Dynamics on Learners’ Satisfaction 指導教授： Chen, Ming- Puu 報告者 ： Chang, Chen-Ming 報告日期： Schnitman, I., Webb-Dempsey, L. J., & Ahern, C. T. (2006, March). The Impact of the Interface Design on web-base Learning: Visual and Dynamics on Learners’ Satisfaction. Proceedings of Society for Information Technology and Teacher Education International Conference 2006, Florida, USA.

Outline Introduction Background Study Participates Method Analysis Discussion Implication

Introduction One of the biggest challenges educators face when developing a Web-based Learning Environment (WLE) is how to fully exploit the potential of the medium in order to maximize student outcomes, while still taking into account the variability in individual student preferences. This study examined the design of the interface of a WLE interacted with students’ ability to use a Web course site as a resource. the navigation graphic design aspects human interpretational process individual differences satisfaction

4 Background In many ways software engineers have succeeded in making modern software sophisticated enough for the most demanding user while at the same time making it easy enough for the causal user. Consequently users demanded a what-you-see- is-what-you-get (WYSIWYG) type of interface, with spelling and grammar checkers and a whole host of other features.

5 Study(1/3) The researcher attempted to observe, within a WLE, the nature and extent of the connections between the elements involved in the Human-Computer Interactions (HCI) - Web interface design - by eliciting user interpretation, learner individual differences (comfort level and prior computer and system knowledge), and learner satisfaction through a Think-Aloud Protocols method and interviews.

6 Study(2/3) What extent learner’s interpretation process of the interface design (navigation and graphic design/visual communication) relates to individual differences accounting/contributing for adult learners’ satisfaction? What extent, on a WLE, navigation affects/influence adult learners’ satisfaction?

7 Study(3/3) What extent Web site graphic design/visual communication (use of specific screen elements) affect/influence adult learners’ satisfaction on a WLE? What extend individual differences account for the promotion adult learners’ satisfaction on a WLE?

8 Participates The sample included five graduate students from a major eastern university - Pam, Tom, Linda, Glory and Mary (names are pseudonyms) enrolled in a graduate level course during the Fall semester of 2005.

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11 Method-Data Gathering Usability can be defined as the act of measuring (or identifying potential issues affecting) usability attributes of a system with respect to particular users, performing particular tasks, in particular contexts. Learnability Efficiency Memorability Errors Satisfaction

12 Method-Task Analysis Evaluation Task Analysis Evaluation such as, the Think- Aloud Protocols method. Participants were also asked to use the Think-Aloud Protocols and were videotaped while performing the activity. In addition to the observations, open-ended semi-structured interviews were conducted a week after subjects performed the usability evaluation.

13 Analysis(1/2) Learner Satisfaction Subjective Satisfaction with the navigational and the graphical aspects of the WLE and the course Web site. Navigational Aspect Feelings related to being: Lost (Lostness) Controlling the navigation (Empowerment) Graphical Aspect (Visual Communication) The affect of the graphic design/visual communication (the use of specific screen elements) in helping or not to understand the content.

14 Analysis(2/2) Usability Learnabillity Comfort Level Sense of Use Individual Differences Prior Knowledge/Experience with WLE. Self-perception

15 Discussion(1/2) As expected, individual differences (reported on the Participant’s Survey and also expressed on the interviews) were visible during the activity performance and played a major role on the difficulties participants experienced and their need for assistance. Regarding the Think-Aloud method, unfortunately, participants did not perform the protocol as expected.

16 Discussion(2/2) Individual differences, such as comfort level and prior knowledge/experience with WLE, play an important role in users’ interaction with the graphical aspects of a WLE. Self-perception is another important aspect that should be taken seriously into consideration when designing WLE.

17 Implication(1/2) When developing the materials subjects will be exposed to as, observation instructions, interview guiding questions or any other document, it is crucial to avoid the use of technical terms. It is important to pilot the interview guiding questions and the observation instructions for compression and time of completion. Sample should be bigger and more representative, trying to include, as much as possible, the myriad of elements that can affect the understanding of the phenomena under examination, especially the aspects related to individual differences (gender, age, and computer experience/knowledge).

18 Implication(2/2) An instrument classifying learning preferences (verbal, visual, holistic, analytical, etc..), could contribute for a better understanding of the relationship between learning preferences and satisfaction with the graphical and the navigational aspects of a WLE. To have a more complete analysis of the HCI in a WLE such as, the interaction with the content, other aspects should be explored. Different types of usability methods should be tried on this type of investigations. A distinction between the WLE and course Web site should be made.

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