Isolation and distinctiveness in the design of e-learning systems influence user preferences
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 le...
| Hauptverfasser: | , , , |
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| Format: | Artikel |
| Sprache: | English |
| Veröffentlicht: |
Taylor & Francis Group
2016
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| Online Zugang: | https://repo.uum.edu.my/id/eprint/18320/1/ILE%202016%201-15.pdf |
| _version_ | 1825804017765187584 |
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| author | Al-Samarraie, Hosam Selim, Hassan Teo, Timothy Zaqout, Fahed |
| author_facet | Al-Samarraie, Hosam Selim, Hassan Teo, Timothy Zaqout, Fahed |
| author_sort | Al-Samarraie, Hosam |
| collection | UUM |
| description | 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. |
| first_indexed | 2024-07-04T06:07:32Z |
| format | Article |
| id | uum-18320 |
| institution | Universiti Utara Malaysia |
| language | English |
| last_indexed | 2024-07-04T06:07:32Z |
| publishDate | 2016 |
| publisher | Taylor & Francis Group |
| record_format | eprints |
| spelling | uum-183202016-06-28T03:31:34Z https://repo.uum.edu.my/id/eprint/18320/ Isolation and distinctiveness in the design of e-learning systems influence user preferences Al-Samarraie, Hosam Selim, Hassan Teo, Timothy Zaqout, Fahed L Education (General) T Technology (General) 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. Taylor & Francis Group 2016 Article PeerReviewed application/pdf en https://repo.uum.edu.my/id/eprint/18320/1/ILE%202016%201-15.pdf Al-Samarraie, Hosam and Selim, Hassan and Teo, Timothy and Zaqout, Fahed (2016) Isolation and distinctiveness in the design of e-learning systems influence user preferences. Interactive Learning Environments. pp. 1-15. ISSN 1049-4820 http://doi.org/10.1080/10494820.2016.1138313 doi:10.1080/10494820.2016.1138313 doi:10.1080/10494820.2016.1138313 |
| spellingShingle | L Education (General) T Technology (General) Al-Samarraie, Hosam Selim, Hassan Teo, Timothy Zaqout, Fahed Isolation and distinctiveness in the design of e-learning systems influence user preferences |
| title | Isolation and distinctiveness in the design of e-learning systems influence user preferences |
| title_full | Isolation and distinctiveness in the design of e-learning systems influence user preferences |
| title_fullStr | Isolation and distinctiveness in the design of e-learning systems influence user preferences |
| title_full_unstemmed | Isolation and distinctiveness in the design of e-learning systems influence user preferences |
| title_short | Isolation and distinctiveness in the design of e-learning systems influence user preferences |
| title_sort | isolation and distinctiveness in the design of e learning systems influence user preferences |
| topic | L Education (General) T Technology (General) |
| url | https://repo.uum.edu.my/id/eprint/18320/1/ILE%202016%201-15.pdf |
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