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Back ground: E-learning provides new levels of flexibility in learning and teaching. This contribution of e-learning is dependent on the levels of readiness in several critical factors particularly in an educational organization. Aim: The purpose of this study was to assess instructors' readiness and to identify the most important factors that affect their readiness in e-learning in CME programs in order to use the effective opportunities that facilitate e-learning in CME programs. Methods: A 5-point Likert scale instrument consisting of two domains (technical and pedagogical) was constructed according to four subdomains (knowledge, attitude, skills, and habits) and distributed to 70 faculty members. A factor analysis was employed to extract significant factors. Results:The results revealed that the mean of readiness on e-learning for faculty members was 3.25 AE 0.58 in technical and 3.37 AE 0.49 in pedagogical domains on a 5-point Likert scale (1-5).

The purpose of this study is to investigate the importance of usability in user interface (UI) design of mobile educational applications (MEA) designed for children aged 4-5 years. Usability testing was conducted with four children to evaluate the UI design based on the children's mental model in addition to the quality of their learning experience. An eye tracking glasses was utilized to capture the children's eye movements while the usability heuristics was used to collect the descriptive data regarding the interface design. Results indicated that the usability study can be considered as a multi-stage problem solving process where it analyses and foresee how the children use a product and the actual first-time users' intuition of their design experience and learning curve. The observation, eye tracking data and usability testing of the MEA with the four children validates that the UI application was based on the developers and designers adult mental model and guideline or own assumptions. This paper ends with a suggestion of a UI design guideline of design elements and principles for designers and developers to adhere when developing MEA for children.

The basic premise of this research is investigating the effect of layout on the comprehension and cognitive load of the viewers in the information graphics. The term ‘Layout’ refers to the arrangement and organization of the visual and textual elements in a graphical design. The experiment conducted in this study is designed based on two stories and each one of these stories is presented with two different layouts. During the experiment, eye-tracking devices are applied to collect the gaze data including the eye movement data and pupil diameter fluctuation. In the research on the modification of the layouts, contents of each story are narrated using identical visual and textual elements. The analysis of eye-tracking data provides quantitative evidence concerning the change of layout in each story and its effect on the comprehension of participants and variation of their cognitive load. In conclusion, it can be claimed that the comprehension from the zigzag form of the layout was higher with a less imposed cognitive load.

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This study investigates the "color combination effect" and the "sequence of pictures and text effect" in the "Integrated Model of Text and Picture Comprehension" (ITPC) on the formation of the mental model and cognitive load in both desktop and mobile devices. These effects are studied using an experiment including scientific contexts with specific color combinations and different picture and text sequences. The participants of this experiment are graduate students from different fields of science in Universiti Sains Malaysia. Four tasks are assigned for each participant in each phase and every task includes a scientific context accompanied with visualization. After each task the participant is asked to answer a set of questions related to the context. Eye-tracking methods are adopted to record gaze data of the participants while reading each context. Analysis of the gaze data and the percentage of the correct answers to the questions indicate that the sequence of picture and text and use of color in the visualizations results in reduction of the cognitive load of the participants.