4 research outputs found
The Usability of E-learning Platforms in Higher Education: A Systematic Mapping Study
The use of e-learning in higher education has increased significantly in recent years, which has led to several studies being conducted to investigate the usability of the platforms that support it. A variety of different usability evaluation methods and attributes have been used, and it has therefore become important to start reviewing this work in a systematic way to determine how the field has developed in the last 15 years. This paper describes a systematic mapping study that performed searches on five electronic libraries to identify usability issues and methods that have been used to evaluate e-learning platforms. Sixty-one papers were selected and analysed, with the majority of studies using a simple research design reliant on questionnaires. The usability attributes measured were mostly related to effectiveness, satisfaction, efficiency, and perceived ease of use. Furthermore, several research gaps have been identified and recommendations have been made for further work in the area of the usability of online learning
Knowledge Transfer in Science Education: The Case for Usability-Based Knowledge Visualization Guidelines
There is growing evidence that visualization aids knowledge transfer.
However, the cases where learners have been actively involved as cocreators
of knowledge visualization aids are limited. Furthermore, employing
knowledge visualization for teaching and learning in high-school science have
been proposed but empirical evidence of the effect on knowledge transfer is
limited. The purpose of this study is to report on the knowledge transfer effect of
applying usability-based knowledge visualization guidelines. A design-based
research methodology guided by pragmatism was applied. The data capturing
methods include a questionnaire-based survey, interviews and observations. The
results suggest that the use of knowledge visualization can support knowledge
transfer and the studentsâ learning experience in secondary school education, but
more research is required to confirm this. The contribution of this paper is to add
to the emerging discourse on the use of knowledge visualization for teaching
and learning, and to report on how knowledge visualization guidelines can be
used in practice.School of Computin