Design and Usability Evaluation of Adaptive e-learning Systems Based on Learner Knowledge and Learning Style

M. Alshammari, R. Anane, R.J. Hendley

    Research output: Chapter in Book/Report/Conference proceedingChapter

    13 Citations (Scopus)

    Abstract

    Designing effective adaptive e-learning systems, from a usability perspective, represents a challenge because of the complexity of adaptivity in order to meet the diverse requirements of learners. Furthermore, there is a lack of well-designed experimental evaluation of adaptive e-learning systems in general, and of their usability in particular. The aim of this paper is the presentation of an adaptive e-learning system based on learner knowledge and learning style, and of the results of an initial experimental evaluation of the usability of its two modes of operation. This involves comparing the usability of an adaptive version of the system with the usability of a non-adaptive version, in a learning environment with 75 participants. The experiment produced significant results; they indicate that an adaptive e-learning system based on learner knowledge and learning style has a higher level of perceived usability than a non-adaptive e-learning system. This may also increase the level of satisfaction, engagement and motivation of learners and therefore enhance their learning.
    Original languageEnglish
    Title of host publicationHuman-Computer Interaction – INTERACT 2015
    PublisherSpringer Verlag
    Pages584-591
    Volume2
    ISBN (Print)978-3-319-22667-5
    DOIs
    Publication statusPublished - Aug 2015

    Bibliographical note

    This paper is not available on the repository

    Keywords

    • Usability
    • Adaptivity
    • Learning style
    • e-learning
    • Experimentation

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    Alshammari, M., Anane, R., & Hendley, R. J. (2015). Design and Usability Evaluation of Adaptive e-learning Systems Based on Learner Knowledge and Learning Style. In Human-Computer Interaction – INTERACT 2015 (Vol. 2, pp. 584-591). Springer Verlag. https://doi.org/10.1007/978-3-319-22668-2_45