Abstract
A model is proposed to assess the effect of different content representation design principles on learners’ intuitive beliefs about using e-learning. We hypothesized that the impact of the representation of course contents is mediated by the design principles of alignment, quantity, clarity, simplicity, and affordance, which influence the learner’s intuitive beliefs about using e-learning systems. The model was empirically validated using data collected from a survey administered to university students. This study demonstrates that these design principles are essential predictors of learners’ intuitive beliefs, which in turn directly influence their decisions about using e-learning systems. The findings provide system designers with quasi-quantitative managerial insights into how to motivate users to continue using e-learning systems.
Original language | English |
---|---|
Pages (from-to) | 1758-1777 |
Number of pages | 20 |
Journal | Interactive Learning Environments |
Volume | 24 |
Issue number | 8 |
Early online date | 3 Jul 2015 |
DOIs | |
Publication status | Published - 16 Nov 2016 |
Externally published | Yes |
Keywords
- human–computer interaction
- information representation
- interactive system design
- pedagogical design issues
- system adoption
ASJC Scopus subject areas
- Education
- Computer Science Applications