Définir la complexité visuelle des systèmes de gestion de l'apprentissage à l'aide de mesures d'images et de notations subjectives

Abstract

Research has demonstrated that students’ learning outcomes and motivation to learn are influenced by the visual design of learning technologies (e.g., learning management systems or LMS). One aspect of LMS design that has not been thoroughly investigated is visual complexity. In two experiments, postsecondary students rated the visual complexity of images of LMS after exposure durations of 50-500 ms. Perceptions of complexity were positively correlated across timed conditions and working memory capacity was associated with complexity ratings. Low-level image metrics were also found to predict perceptions of the LMS complexity. Results demonstrate the importance of the visual complexity of learning technologies and suggest that additional research on the impact of LMS design on learning outcomes is warranted.

Perceptions des étudiants à l'égard de la conception visuelle des systèmes de gestion de l'apprentissage

“…Further examination using eye-tracking technology revealed that children with higher intellectual ability divided their attention between narrative passages and illustrations more strategically than did those with lower intellectual ability. More colour also contributes to the complexity of an image (Michailidou et al, 2008;Reinecke et al, 2013;Stoesz et al, 2020). Stoesz et al (2020) observed that participants who perceived screenshots of LMS interfaces as more complex also scored lower on a test of working memory capacity.…”

“…More colour also contributes to the complexity of an image (Michailidou et al, 2008;Reinecke et al, 2013;Stoesz et al, 2020). Stoesz et al (2020) observed that participants who perceived screenshots of LMS interfaces as more complex also scored lower on a test of working memory capacity. For postsecondary students viewing course material within an LMS, colour may capture attention giving the impression of its importance but may not enhance learning especially when processing is not strategic.…”

“…Poor visual design (including inappropriate degree of visual complexity and colourfulness) can overload learners' cognitive resources resulting in disorientation and reduced learning (Christianson, 1992;Eveland Jr. & Dunwoody, 2001;Sharp et al, 2017). Stoesz et al (2020) reported negative correlations between a measure of working memory capacity (i.e., Digit Span subtest of the Wechsler Adult Intelligence Scale, Fourth Edition; Wechsler, 2008) and participants' ratings of the visual complexity of LMS images. These findings suggested that limiting the quantity of information and simplifying structure and colour when designing LMS interfaces and subject-matter content are important.…”