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Applying controlled usability-testing technology to investigate learning behaviours of users interacting with e-learning tutorials
PROCEEDINGS

, University of South Africa, South Africa

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-76-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Abstract: The purpose of this paper is to suggest innovative ways of using the facilities in usability-testing laboratories to find out more about the learning processes and behaviours of users interacting with e-learning applications. The applications investigated in this study are tutorials that present cognitive subject matter. Three added-value techniques are described, namely: visualisation of how time is distributed in the learning process; verbalisation by participants, particularly co-participants; and methods of error analysis, drawing a distinction between usability errors and cognitive errors. The proposals are illustrated by data from three studies of interactive e-learning tutorials, studies which demonstrate the techniques and show their value in providing fine-grained details of the learning experiences. A notable finding is that different users learn from the software in very different ways. The research mechanisms are transferable to other domains.

Citation

de Villiers, M.R. (2009). Applying controlled usability-testing technology to investigate learning behaviours of users interacting with e-learning tutorials. In T. Bastiaens, J. Dron & C. Xin (Eds.), Proceedings of E-Learn 2009--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2512-2521). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved September 25, 2021 from .

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