The effect of content representation design principles on users’ intuitive beliefs and use of e-learning systems

Hosam Al-Samarraie, Hassan Selim, Fahed Zaqout

Research output: Contribution to journalArticle

7 Citations (Scopus)

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 languageEnglish
Pages (from-to)1758-1777
Number of pages20
JournalInteractive Learning Environments
Volume24
Issue number8
Early online date3 Jul 2015
DOIs
Publication statusPublished - 16 Nov 2016
Externally publishedYes

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electronic learning
Learning systems
Students
university
student

Keywords

  • human–computer interaction
  • information representation
  • interactive system design
  • pedagogical design issues
  • system adoption

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

Cite this

The effect of content representation design principles on users’ intuitive beliefs and use of e-learning systems. / Al-Samarraie, Hosam; Selim, Hassan; Zaqout, Fahed.

In: Interactive Learning Environments, Vol. 24, No. 8, 16.11.2016, p. 1758-1777.

Research output: Contribution to journalArticle

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