Navigation and learning style

Brickell, Gwyn

doi:10.14742/ajet.2102

Cited by 16 publications

(10 citation statements)

References 12 publications

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“…Designing an effective and efficient navigational system is recognized as the most difficult challenge in developing multimedia products (Brickell, 1993;Jonassen, 1992;Koneman and Jonassen, 1994). The following list outlines key questions related to navigation in multimedia programs:…”

Section: Navigation In Multimedia Programsmentioning

confidence: 99%

“…(Jonassen, 1990;Lawless and Brown, 1997) • How should navigation be designed so that learners are aware of where they are within the system? (Brickell, 1993) 596…”

Section: Navigation In Multimedia Programsmentioning

confidence: 99%

“…(Jonassen, 1990;Lawless and Brown, 1997) • How should navigation be designed so that learners are aware of where they are within the system? (Brickell, 1993) • What patterns of navigation emerge as learners explore a program? And do these patterns relate to individual differences and learning styles?…”

Section: Navigation In Multimedia Programsmentioning

confidence: 99%

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Design implications from a usability study of GramStain‐Tutor^TM

Kim

Brock

Orkand

et al. 2001

Brit J Educational Tech

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To examine interface issues in an educational software program, we recruited twenty-two users in health sciences departments for a usability study. Using the GramStain-Tutor TM (GST) CD-ROM, these users performed tasks in navigating the program and using various interactive features. Their actions and comments were recorded with a digital video recorder and an audio recorder. The main results of our study are: (a) the majority of the users did not use the multiple navigational options available in the program; (b) navigational patterns differed based on the training background and content knowledge of the users; (c) several visual cues critical to program use were not discovered by the majority of the users; and (d) icons representing specific functions were not intuitive from users' perspectives. We demonstrated how a usability study of a relatively small number of users can identify specific problems in interface design. We recommend these interface problems be addressed before conducting educational studies that examine how educational software programs affect student learning. Usability testingUsability testing is a collection of evaluation methods that is increasing in popularity. It is based on observing how users perform tasks, and obtaining feedback from users through formal tests or compilations of user comments (Nielson, 1993). These results lead to a set of recommendations that are fed back into the design process with the end goal of improving the product. Thus, usability is an iterative process of collecting response data or user feedback on a product, re-designing the product in response to that feedback, and re-testing the product to examine whether changes have enhanced the usability.In a typical usability session, the following issues are explored (Nielsen, 1993;Salvemini, 1998):• Can users easily learn a computer system supported by sufficient navigational control? • Is the system efficient to use or is usability hindered by an excessive number of icons and menu options? • Are system features easy to remember so that time to re-learn the system is minimized? • Does the system have low errors and efficient error recovery mechanisms? • Is the system pleasant to use?These questions can be answered by having users complete tasks while using the computer system. Tasks refer to a set of representative actions routinely performed in a particular working context. Often, users of different levels of content expertise and computer skills are asked to carry out these tasks. Using as few as 4-5 subjects who participate in a task-based study, 80% of usability problems can be identified (Virzi, 1992).Usability techniques include both qualitative and quantitative approaches, such as observations, think aloud protocols, questionnaires, interviews, logging actual use, and user feedback through debriefing (Nielson, 1993). Typically, a checklist, audio recorders and video recorders are used in observation sessions. Users are encouraged to articulate their thought processes while performing tasks. This "think-aloud...

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Section: Navigation In Multimedia Programsmentioning

confidence: 99%

“…(Jonassen, 1990;Lawless and Brown, 1997) • How should navigation be designed so that learners are aware of where they are within the system? (Brickell, 1993) 596…”

Section: Navigation In Multimedia Programsmentioning

confidence: 99%

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Design implications from a usability study of GramStain‐Tutor^TM

Kim

Brock

Orkand

et al. 2001

Brit J Educational Tech

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“…Thus, we need adequate didactic strategies to promote meaningful learning. If the learners are able to decide their own pathway in selecting the available information, in the way that best suits their own learning style, and then the learning process perhaps is more efficient [9]. The adaptive presentation in the MATHEMA is based upon the Kolb's learning style model [38].…”

Section: Links To Other Main Conceptsmentioning

confidence: 99%

The Role of Learner Characteristics in the Adaptive Educational Hypermedia Systems: The Case of the MATHEMA

Papadimitriou¹,

Gyftodimos²

2017

IJMECS

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Abstract-The aim of this paper is to explore the characteristics of the learners used by the developed adaptive educational hypermedia systems to date to draw conclusions about their relation to the adaptation techniques they use and to be explained the rationale for selecting of the learners' characteristics used by the adaptive educational hypermedia system MATHEMA for its adaptation techniques. At first, the characteristics of learners using some systems for their adaptive techniques are presented. Here is the presentation of learner's characteristics used by adaptation techniques of the adaptive educational hypermedia system MATHEMA. Finally, an evaluation of the main functions of the MATHEMA is performed. In conclusion, we discuss the choice of specific learners' characteristics for adaptation techniques of the MATHEMA and the resulting educational benefits.

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“…Learning Styles: Learning style is a biologically and developmentally imposed set of personal characteristics that make the same teaching and learning strategy effective for some and ineffective for others (Brickell, 1993). This study utilized the Kolb's learning style (Kolb, Osland, & Rubin, 1995).…”

Section: Attitudes Toward Hblmentioning

confidence: 99%

Effects of Learning Styles on Undergraduates’ Attitudes, Navigational Patterns, and Use of Navigational Tools in Hypermedia‐Based Learning

Sam

Ling

2000

E J Info Sys Dev Countries

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This study aimed to identify undergraduates' learning style, their attitudes towards hypermedia-based learning (HBL), their navigational pattern and the navigational tools used during HBL sessions, and the differences in the above processes based on their learning styles. A questionnaire was used to collect data on their attitudes towards HBL. Kolb learning style inventory was used to determine the learning styles of the undergraduates. Observations and self-reports were used to determine navigational pattern and navigational tools utilized in HBL. Subjects consisted of 15 undergraduates taking a social psychology course in the Cognitive Science Program at Universiti Malaysia Sarawak. Subjects were required to navigate HBL social psychology web site http://www.trinity.edu/~mkearl/socpsy.html. Findings indicated that all the subjects have positive attitudes towards HBL regardless of their learning styles. Diverger and assimilator learning styles subjects was "prudent" navigator, while converger and accommodator learning style subjects were "daring" navigator. Two main navigational tools used were the hyperlinks and back buttons and this pattern were the same regardless of the subjects learning style.

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Navigation and learning style

Abstract: .

Cited by 16 publications

References 12 publications

Design implications from a usability study of GramStain‐Tutor^TM

Design implications from a usability study of GramStain‐Tutor^TM

The Role of Learner Characteristics in the Adaptive Educational Hypermedia Systems: The Case of the MATHEMA

Effects of Learning Styles on Undergraduates’ Attitudes, Navigational Patterns, and Use of Navigational Tools in Hypermedia‐Based Learning

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Navigation and learning style

Abstract: .

Cited by 16 publications

References 12 publications

Design implications from a usability study of GramStain‐TutorTM

Design implications from a usability study of GramStain‐TutorTM

The Role of Learner Characteristics in the Adaptive Educational Hypermedia Systems: The Case of the MATHEMA

Effects of Learning Styles on Undergraduates’ Attitudes, Navigational Patterns, and Use of Navigational Tools in Hypermedia‐Based Learning

Contact Info

Product

Resources

About

Design implications from a usability study of GramStain‐Tutor^TM

Design implications from a usability study of GramStain‐Tutor^TM