Perceived quality of multimedia educational content: A cognitive style approach

This is the post-print version of the Article. The oficial published version can be accessed from the link below - Copyright, 2006 SpringerCognitive styles influence the way how humans process information, with previous research demonstrating that they have significant effects on student learning in multimedia environments. On the other hand, the perceptual quality of the human multimedia experience is notoriously difficult to measure. In this paper, we report the results of an empirical study, which investigated the relationship between user cognitive styles and perceptual multimedia quality, in which users had the possibility to specify their desired Quality of Service settings — in terms of frame rates and color depth. Results show that whilst color choice is impacted by a participant's cognitive style, such Quality of Service parameters do not significantly affect perceived multimedia quality, and that users do not necessarily choose optimum presentation settings to enhance their perceived enjoyment and assimilation of multimedia informational content

The Relationships between Individual Differences and the Quality of Learning Outcomes in Web-Based Instruction

The use of web-based instruction is becoming widespread in higher education, however much remains to be learned about how different learners perceived such instructional programmes. The study presented in this paper evaluates students’ learning performance and their experience in a web-based instructional programme, which was applied to teach students how to use HTML in Brunel University’s Department of Information Systems and Computing. Sixty-one Masters students participated in this study. A number of interesting interactions were found. Students’ task achievements were affected by the levels of their previous system experience. On the other hand, the Post-Test and Gain scores were positively influenced by their perceptions and attitudes toward the web-based instructional programme. The implications of these findings are discussed

Editorial. Special issue on: Ubiquitous e-Learning Solutions over Heterogeneous Networks

This is the post-print version of the Article. The official published version can be accessed from the link below - Copyright @ 2009 Springe

Does Distance Matter? An IT Application

In the past decade several distance learning initiatives have been implemented in information technology curricula based upon the principles of natural learning. This paper examines the various ways in which distance learning may contribute to \u27natural learning\u27. The main research question is how distance learning provides support to natural learning processes. Our starting point is that students can learn with information systems instead of from the systems. The paper investigates the relationship between distance learning and natural learning. On this basis, the requirements for distance learning as well as the technologies that might make use of these requirements are identified and analyzed

The Gaps Model and Faculty Services: Quality Analysis Through a “New” Lens

Faculty service is an important function of U.S. academic law libraries. This article evaluates three types of faculty services programs using the Gaps Model to identify, analyze, and propose ways to fill four main gaps: knowledge, policy, delivery, and service quality