In this paper, we present a usability study aiming at assessing a visual language-based tool for developing adaptive e-learning processes. The tool implements the adaptive self-consistent learning object SET (ASCLO-S) visual language, a special case of flow diagrams, to be used by instructional designers to define classes of learners through stereotypes and to specify the more suited adaptive learning process for each class of learners. The usability study is based on the combined use of two techniques: a questionnaire-based survey and an empirical analysis. The survey has been used to achieve feedbacks from the subjects’ point of view. In particular, it has been useful to capture the perceived usability of the subjects. The outcomes show that both the proposed visual notation and the system prototype are suitable for instructional designers with or without experience on the computer usage and on tools for defining e-learning processes. This result is further confirmed by the empirical analysis we carried out by analysing the correlation between the effort to develop adaptive e-learning processes and some measures suitable defined for those processes. Indeed, the empirical analysis revealed that the effort required to model e-learning processes is not influenced by the experience of the instructional designer with the use of e-learningtools, but it only depends on the size of the developed process.

Assessing the Usability of a Visual Tool for the Definition of E-learning Processes

COSTAGLIOLA, Gennaro;DE LUCIA, Andrea;FERRUCCI, Filomena;GRAVINO, Carmine;G. SCANNIELLO
2008-01-01

Abstract

In this paper, we present a usability study aiming at assessing a visual language-based tool for developing adaptive e-learning processes. The tool implements the adaptive self-consistent learning object SET (ASCLO-S) visual language, a special case of flow diagrams, to be used by instructional designers to define classes of learners through stereotypes and to specify the more suited adaptive learning process for each class of learners. The usability study is based on the combined use of two techniques: a questionnaire-based survey and an empirical analysis. The survey has been used to achieve feedbacks from the subjects’ point of view. In particular, it has been useful to capture the perceived usability of the subjects. The outcomes show that both the proposed visual notation and the system prototype are suitable for instructional designers with or without experience on the computer usage and on tools for defining e-learning processes. This result is further confirmed by the empirical analysis we carried out by analysing the correlation between the effort to develop adaptive e-learning processes and some measures suitable defined for those processes. Indeed, the empirical analysis revealed that the effort required to model e-learning processes is not influenced by the experience of the instructional designer with the use of e-learningtools, but it only depends on the size of the developed process.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11386/1852477
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