Usability and Effectiveness Evaluation of Adaptivity in E-Learning Systems

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

Research output: Contribution to conferencePaper

6 Citations (Scopus)
48 Downloads (Pure)

Abstract

Designing effective and usable adaptive e-learning systems represents a challenge because of the complexity which arises when meeting the needs of learners. This is compounded by the lack of well-designed experimental evaluations of adaptive e-learning systems in general, and of their usability and effectiveness in particular. This paper offers an experimental evaluation of the effect of adaptation, taking into account both the perceived usability level and learning effectiveness. A controlled experiment was conducted with 75 participants and produced significant results. They indicate that an adaptive version has a significantly higher level of perceived usability and of learning effectiveness than a non-adaptive version.
Original languageEnglish
Pages2984-2991
DOIs
Publication statusPublished - 2016
EventACM Human-Computer Interaction Conference (ACM CHI 2016) - San Jose, United States
Duration: 7 May 201612 May 2016

Conference

ConferenceACM Human-Computer Interaction Conference (ACM CHI 2016)
CountryUnited States
CitySan Jose
Period7/05/1612/05/16

Bibliographical note

© ACM, 2016. This is the author's version of the work. It is posted here by permission of ACM for your personal use. Not for redistribution. The definitive version was published in Proceedings of the 2016 CHI Conference Extended Abstracts on Human Factors in Computing Systems http://dl.acm.org/citation.cfm?id=2892395

Keywords

  • Usability
  • Effectiveness
  • Adaptivity
  • Personalization
  • Learner-system Interaction
  • E-learning
  • Experimentation

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  • Cite this

    Alshammari, M., Anane, R., & Hendley, R. J. (2016). Usability and Effectiveness Evaluation of Adaptivity in E-Learning Systems. 2984-2991. Paper presented at ACM Human-Computer Interaction Conference (ACM CHI 2016), San Jose, United States. https://doi.org/10.1145/2851581.2892395