Methodology for developing an intelligent user interface for educational publications in the e-learning system
-
DOIhttp://dx.doi.org/10.21511/dm.17(3).2019.03
-
Article InfoVolume 17 2019, Issue #3, pp. 23-34
- Cited by
- 593 Views
-
109 Downloads
This work is licensed under a
Creative Commons Attribution 4.0 International License
The article analyzes special features and principles of constructing the user interface and substantiates the authors methodical approach to the development of the intellectual user interface of educational publications in the e-learning system. Besides, the “user interface” concept is analyzed and types of user interfaces are considered. For representatives of each representative system, the article gives a list of typical ways of perceiving environmental information that should be considered in developing the user interface of educational publications. The main features of procedurally-oriented and object-oriented types of user interface are considered and their main parameters are presented. The implementation of an innovative component in the development interface of educational publications in the e-learning system is proposed to be implemented by adding the properties of adaptability to the user interface. Provisions are determined that define the user interface concept, on the basis of which the principles of constructing adaptive interfaces are formed. The basic principles of visual design of mental maps of electronic educational publications for the e-learning system are offered. The main features provided by the mental map are presented in the form of a visual diagram. The didactic interface of the developed e-learning edition is considered and the scheme of the user and publication interaction is given. The focus group method evaluates the user interface quality of the created e-learning publication.
- Keywords
-
JEL Classification (Paper profile tab)H75, І23
-
References16
-
Tables0
-
Figures7
-
- Figure 1. Види інтерфейсів користувача
- Figure 2. Взаємодія користувача із системою
- Figure 3. Можливості, що надаються ментальною картою
- Figure 4. Дидактичний інтерфейс розробленого навчального видання в системі e-learning
- Figure 5. Схема взаємодії користувача з електронним навчальним виданням
- Figure 6. Важливість параметрів сайту для користувачей
- Figure 7. Задоволеність користувачів реалізованими параметрами сайту
-
- Bates, T., & Sangrà, A. (2011). Managing Technology in Higher Education. Strategies for Transforming Tecahing and Learning (126 p.). San Francisco: Wiley-Jossey Bass.
- Bichel, J. (2013). The state of e-learning in higher education: An eye toward growth and increased access (research report) (46 p.). Louisville: EDUCAUSE Center for Analysis and Research.
- Byuzen, T. (2018). Intellekt-karty. Polnoye rukovodstvo po moshchnomu instrumentu myshleniya (356 p.). Moskva: Izdatelstvo MIF. (In Russian)
- Chi, Y.-L., Chen, T.-Y., & Tsai, W.-T. (2014). Creating Individualized Learning Paths for Self-regulated Online Learners: An Ontology- Driven Approac. International Conference on Cross-Cultural Design (pp. 546-555).
- Denoyelles, A., Raible, J., & Seilhamer, R. (2015). Exploring Students’ e-Textbook Practices in Higher Education (26 p.). Louisville: EDUCAUSE Review.
- Dondi, C. (2007). E-Learning quality in European universities: different approaches for different purposes (108 p.). UNIQUe.
- Gaebel, M., Kupriyanova, V., Morais, R., & Colucci, E. (2014). E-Learning in European Higher Education Institutions. Results of a mapping survey conducted October–December 2013 (92 p.). Belgium: European University Association.
- Garrido, A., & Onaindia, E. (2013). Assembling Learning Objects for Personalized Learning: An AI Planning Perspective. IEEE Intelligent Systems, 28(2), 64-73.
- Grifoll, J., Huertas, E., Prades, A. et al. (2010). Quality Assurance of E-learning (50 p.). Finland: ENQA.
- Jean-Louis, M. (2015). An Overview of Online Learning in Canada. Thunder Bay ON: Contact North.
- Karampiperis, P., & Sampson, D. (2005). Adaptive Learning Resources Sequencing in Educational Hypermedia Systems. Educational Technology and Society, 8(4), 128-147.
- Martin, R. (2016). Twenty challenges for innovation studies. Science and Public Policy, 43(3), 432-450.
- Mitchell, D., & Ream, R. (2014). Professional responsibility (256 p.). Switzerland: Springer International Publishing.
- Naumenko, M. & Hrabovskyi, Y. (2018). Elaboration of methodology for designing a publishing and printing web portal. Eastern- European Journal of Enterprise Technologies, 2(92), 14-22.
- Sursock, A. (2015). Trends 2015: Learning and Teaching in European Universities European University Association (133 p.). Belgium: European University Association.
- Thomas, K. (2016). Introducing Electronic Textbooks as Daily-Use Technology in Schools: A Top-Down Adoption Process. British Journal of Educational Technology, 48(2), 524-537.
-
The evaluation of human computer interface design of learning management systems: problems and perspectives
Wanjiru Gachie
,
Desmond Wesley Govender
doi: http://dx.doi.org/10.21511/ppm.15(3-2).2017.08
Problems and Perspectives in Management Volume 15, 2017 Issue #3 pp. 394-410 Views: 2116 Downloads: 414 TO CITE АНОТАЦІЯWith increasing demand for integrating learning management systems (LMS) into teaching and learning, a well-designed LMS is crucial. User interface evaluation has become a critical quality of interactive LMS intended to meet the requirements of users. This article investigates the effect of the interaction on the user and assesses the extent of system functionality. It further seeks to evaluate the interface’s success within the framework of fundamental human computer interface principles under a constructivist learning approach. Using an LMS assumes that when learners are engaged in a social learning context they actively construct knowledge; therefore, the resource is considered a tool to support learning and not an end in itself. The research investigates use of the LMS by two sets of users: staff members (module creators) and learners (module consumers), using semi-structured questionnaires and interviews. The research indicates that use of an LMS supports collaborative and authentic activities in learning, serving as an intrinsic motivation to most users. Some problems/concerns that were highlighted included; attention should be given to the tools and elements that should be added to the system, for example the image management tools; some users expressed the desire for more autonomy in terms of the peer review window. It is also recommended that the use of graphics should have a purpose that is either purely functional or contributes more subtly to the page content. Finally, there were requests for more customization of the themes, colors and icons in the design of LMS.
