The current study investigates the interaction of Gamification, and Instructional Design to enhance the Usability of e-Learning in higher education programs. The study also examines the mediating role of Instructional design. Data were collected from a self-structured questionnaire from the academicians and was analyzed through Structural Equation Modelling (SEM). The results of the study confirmed that gamification is a multi-dimensional construct significantly predicted by elements, game dynamics, motivation, and game mechanics. Further, Instructional design partially mediates the relationship between gamification and usability of e-learning. This research demonstrates that Gamification can enhance the learning environment for e-learning students. This study will also inspire educators and course developers to give due consideration to the instructional design and gamification of an online course. The research findings will motivate educators/instructors/course developers to give equal importance to instructional design and gamification as well as to the content.
Objectives: The purpose of the study is to examine various dimensions of aesthetic visual design and their role in predicting usability in e-learning in higher education institutions of northern India. Using quantitative means of data collection, this research identified, ways and means to make learning content effectively usable, that is, attractive, interesting, motivating, and engaging for the learners. Method: A survey questionnaire was developed through focused group discussions with field experts. Data were collected through online as well as offline modes. A Google form was created and its weblink was shared with the students pursuing degree courses in various state universities in northern India. Several visits and revisits were also undertaken to various universities to approach the respondents Results: Results confirmed consistency, typography, graphics, grid, and layout as factors responsible for predicting usability of e-learning. Surprisingly, color and compositional guidelines emerged insignificant. Implications: The study has implications for teaching and learning activities that promote effective learning. The findings are beneficial for course-design faculty who develop modules by considering visual design elements that can facilitate interaction with and understanding of content by students learning in an online modality.
E-learning has developed as a novel method of the teaching-learning process. To improve the quality, the consistency as well as the accessibility of teaching, the curriculum may be improved. The current study examines the interplay between aesthetics, visual design, usability, and credibility on E-Learning. The purpose of the study is to develop a model based on the gaps identified through the literature. This research identifies ways and means to make learning material effectively usable, i.e. attractive, interesting, motivating, and engaging for the learners. On reviewing the literature, the study arrives at a theoretical framework that will be validated further by quantitative means. This study will help to develop a good aesthetic design with appropriate application of principles of visual design for the effective outcome of E-learning to have the best possible impact on student’s learning and understanding of the content.
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