Evaluating the use of a virtual learning environment for teaching aspects of HCI

Chalk, Peter

doi:10.1145/544414.544453

Cited by 8 publications

(3 citation statements)

References 5 publications

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“…The use of these technologies has enabled the amount of time spent on the subject to be optimised and the amount of time spent on administration to be decreased. Some of the technologies used have been reported elsewhere (Crellin & Rosbottom, 2001, 2005, and use of internet technologies of one sort or another has a long tradition in HCI (Chalk, 2002). Currently students are encouraged to use a range of collaborative tools including third party systems such as Google Documents.…”

Section: Example 1: Teaching Human-computer Interactionmentioning

confidence: 99%

Virtual worlds in computing education

Crellin

Duke-Williams

Chandler

et al. 2009

Computer Science Education

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This article reports on the use of a virtual world (Second Life) in computing education, and identifies the precursors of current virtual world systems. The article reviews the potential for virtual worlds as tools in computing education. It describes two areas where Second Life has been used in computing education: as a development environment; as a collaboration tool and to provide a environment for simulation. The benefits of virtual worlds for computing education (with a particular emphasis on Second Life) are discussed. Qualitative feedback from students is reported which, although not definitive, illustrates many of the benefits and disadvantages of using virtual worlds in computing education.

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Section: Example 1: Teaching Human-computer Interactionmentioning

confidence: 99%

Virtual worlds in computing education

Crellin

Duke-Williams

Chandler

et al. 2009

Computer Science Education

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“…This information was obtained from questionnaires specifically designed for this purpose. The questionnaire format was similar to that used in previous studies (Felix, 2001;Chalk, 2002;Burgess, 2003;Jurczyk et al, 2004;Sayers et al, 2004). The first questionnaire was designed to gather information about students' experience using WebCT and their expectation of WebCT before starting the course.…”

Section: Research Instrumentsmentioning

confidence: 99%

Evaluating WebCT Use in Relation to Students' Attitude and Performance

Hammoud

Love

Baldwin

et al. 2008

International Journal of Information and Communication Technology Education

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Teaching and learning are no longer limited by place or time. Large numbers of educational institutions are now using course management systems such as WebCT. This study examined students’ attitude and achievement in relation to their use of WebCT. Statistical data was gathered weekly from the WebCT tracking system log files. Students’ achievement was measured by the grades they obtained in the observed module. Students’ attitudes towards WebCT were measured using a Likert-type attitude scale. The results of this study indicated that students have a positive attitude towards WebCT. The module leader valued WebCT as a supporting tool to traditional face-to-face learning but not as an effective tool for helping students’ learning. The use of WebCT was found to have positive influence on students’ achievement as statistically significant relationships were found between students’ use of WebCT and their grades.

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“…In (De Villiers, 2004) a frameworks is proposed for software evaluation of functionality and usability of learning environments. Evaluation cases of coursespecific virtual learning environments, mostly using questionnaires and interviews have been contacted including, among others teaching human computer interaction (Chalk, 2002), computer-assisted language learning (Farmer & Hughes, 2005), information retrieval (Halttunen & Jäärvelin, 2005) and programming (Gross & Powers, 2005).…”

Section: Related Workmentioning

confidence: 99%

On the quality assessment of advanced e‐learning services

Stefani

Vassiliadis

Xenos

2006

Interactive Technology and Smart Education

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Distance learning has been widely researched the past few years, nevertheless the focus has been more on its technological dimension. Designing, developing and supporting a large scale e-learning application for Higher Education is still a challenging task in many ways. E-learning is data-intensive, user-driven, and has increasing needs for multiculturalism, efficiency, adaptivity and competiveness. Although the complexity of such systems has increased exponentially, the design process still lacks a systematic quality control procedure. In this work we address the increasing need for new methods that maximize usability, and thus end-user satisfaction. We analyse the technological, managerial and economic factors that affect the design and deployment of a large e-learning platform with advanced services and propose a set of new metrics for assessing its quality. The metrics are based on the four external quality characteristics (functionality, usability, efficiency and reliability) of the ISO9126 standard for software systems.

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Evaluating the use of a virtual learning environment for teaching aspects of HCI

Cited by 8 publications

References 5 publications

Virtual worlds in computing education

Virtual worlds in computing education

Evaluating WebCT Use in Relation to Students' Attitude and Performance

On the quality assessment of advanced e‐learning services

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