Affective impact of navigational and signaling aids to e-learning

摘要: College students had 30min to study a 17-frame online lesson on distance learning that included navigational aids (for showing the learner's location in lesson), signaling highlighting important content), both aids, or no aids. On 30-item usability survey consisting of 8 scales, who received produced significantly higher mean ratings each scales-ease use, satisfaction awareness structure, length, location, ease navigation, comprehension, and learning-with effect sizes ranging from d=0.50 d=1.35. Students 4 with d=0.39 d=2.15. Results help clarify mechanism underlying previous findings learned more e-lessons contained In present study, there was significant positive correlation between rating recall test score for 5 scales (particularly use), indicating partial support prediction learners' an e-learning system is related their outcome. predictions emotional design hypothesis have implications interfaces.