Understanding the role of user interface design in fostering students’ learning process in a multimedia courseware learning environment: insights from a Malaysian case study
DOI:
https://doi.org/10.31436/ijes.v5i1.148Abstract
With the increased availability and use of information and communication tools in education, multimedia courseware design has gained the attention of instructors and multimedia developers in a bid to foster student learning. However, there is still scanty literature with regard to how user interface design of multimedia course environments fosters student learning process. The purpose of this study was to explore the perceptions students at a Higher learning institution in Malaysia on how user interface design fosters their learning process in multimedia courseware. This study adopted a qualitative design with semi-structured interviews as the data collection tool. Two postgraduate students participated in the in-depth interviews after learning from a multimedia module on how to use Excel software. Thematic analysis was used to derive meaning from students’ experiences with the learning courseware. From the interviews, it was found that the nature and usability of the interface design of multimedia courseware influences learning motivation, interactivity and cognitive load. The participants however identified software and hardware issues as the key challenges in using the multimedia courseware. Suggestions on how to improve future multimedia courseware were also noted. This research contributes to the area of E-learning by highlighting the need to design multimedia courseware interfaces that enhance student learning motivation, manage cognitive load and foster interactivity. It is thus recommended that further studies be carried on larger samples, using other research approaches and designs to allow for generalisability of the research findings on user interface design and learning process in multimedia courseware environment.
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References
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Cheon, J., & Grant, M. M. (2016). The effects of metaphorical interface on germane cognitive load in Web-based instruction. Educational Technology Research and Development, 60(3), 399–420.
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Lewis, D. (2008). The Acquisition of Prodedural Skills: An Analysis of the worked-Example Effect Using Demonstrations. University of South Florida.
Li, L. Y., & Chen, G. D. (2010). A web browser interface to manage the searching and organizing of information on the web by learners. Educational Technology and Society, 13(4), 86–97.
Mukundan, J., & Nimehchisalem, V. (2011). An Evaluation of English Language Teaching Courseware in Malaysia. English Language Teaching, 4(3), 142–150. http://doi.org/10.5539/elt.v4n3p142
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O’Brien, H. L. (2010). The influence of hedonic and utilitarian motivations on user engagement: The case of online shopping experiences. Interacting with Computers, 22(5), 344–352.
Omale, N. M. (2010). Exploring the use of 3D multi user virtual environments for online problem-based learning. Northern Illinois University.
Rau, P. L. P. (2014). Cross-Cultural Design - , Held as Part of HCI International 2014, Proceedings. In 6th International Conference, CCD 2014. Greece.
Reis, H. M., Borges, S. S., Durelli, V. H. S., Fernando De S. Moro, L., Brandão, A. A. F., Barbosa, E. F., … Bittencourt, I. I. (2012). Towards reducing cognitive load and enhancing usability through a reduced graphical user interface for a dynamic geometry system: An experimental study. Proceedings - 2012 IEEE International Symposium on Multimedia, ISM 2012.
Richardson, R. T., Drexler, T. L., & Delparte, D. M. (2014). Color and Contrast in E-Learning Design: A Review of the Literature and Recommendations for Instructional Designers and Web Developers. Journal of Online Learning & Teaching, 10(4), 657–670.
Schrader, C., & Bastiaens, T. (2012). Learning in Educational Computer Games for Novices : The Impact of Support Provision Types on Virtual Presence , Cognitive Load , and Learning Outcomes. International Review of Research in Open and Distance Learning, 13(3), 1–11.
Sii, Ching Hii; Soon, F. F. (2010). Effects of Multimedia Redundancy in History Learning among “ Deep and Surface ” Students. Asian Social Science, 6(6), 119–127.
Stefan, Livia and Moldoveanu, F. (2015). Gamified 3D virtual learning environment for improved students’ motivation and learning evaluation. A case study on “3DUPB” campus (pp. 94–101). Bucharest.
Su, Y.; and James, D. (2006). Effect of Navigation Tools and Computer Confidence on Performance and Attitude in a Hypermedia Learning Environment. Journal of Educational Multimedia and Hypermedia, 15(1), 87–106.
Tsang, E. Y. M. (2010). Learner-Content Interactions And Learning Effectiveness: A Study Of Student Perceptions.
Wan Isa, W. M., Ahmad, F., Amin, M. A. M., Deris, M. S. M., Rozaimee, A., Wan Idris, W. M. R., & Safei, S. D. (2010). Development and innovation of multimedia courseware for teaching and learning of KAFA subjects. ICCTD 2010 - 2010 2nd International Conference on Computer Technology and Development, Proceedings, (Icctd), 100–104.
Wang, S., & Reeves, T. C. (2007). The effects of a web-based learning environment on student motivation in a high school earth science course. Educational Technology, Research and Development, 169–192.
Wang, W. F., Chen, C. M., & Wu, C. H. (2015). Effects of Different Video Lecture Types on Sustained Attention, Emotion, Cognitive Load, and Learning Performance. Proceedings - 2015 IIAI 4th International Congress on Advanced Applied Informatics, IIAI-AAI 2015, (0), 385–390.
Yerasimou, T. (2010). Examining interactivity and flow in a blended course to advance blended learning practices. Dissertation. Indiana University.
Al-kabi, M., & Sharadgah, F. (2015). Studying the Impact of Using Multimedia Interactive Programs on Children ’ s Ability to Learn Basic Math Skills, 10(3), 305–319.
Baker, S. E., & Edwards, R. (2012). How many qualitative interviews is enough ? National Centre for Research Methods Review Paper.
Bakri, A. (2014). A Conceptual Framework for Arabic Language Courseware Using Persuasive Design, 2, 1–6.
Centers for Disease Control and Prevention. (2013). CDC ’ s E-learning Essentials: A guide for creating quality electronic learning. Antlanta.
Chandrasekera, T., & Yoon, S.-Y. (2015). The Effect of Tangible User Interfaces on Cognitive Load in the Creative Design Process. In Proceedings of the 2015 IEEE International Symposium on Mixed and Augmented Reality - Media, Art, Social Science, Humanities and Design (pp. 6–8).
Cheon, J., & Grant, M. M. (2016). The effects of metaphorical interface on germane cognitive load in Web-based instruction. Educational Technology Research and Development, 60(3), 399–420.
Chun-Yi, Shen and Hao-Ping, C. (2014). The relationship between interface design of Digital Game-based learning systems and flow experience and cognitive load of learners with different levels of prior knowledge. In Cross-Cultural Design (pp. 574–584). Springer International Publishing.
Croxton, R. a. (2014). The Role of Interactivity in Student Satisfaction and Persistence in Online Learning. MERLOT Journal of Online Learning and Teaching, 10(2), 314–325.
Currie, Q. T. (2008). Animation as Reality. Factors Impacting Cognitive Load in Studio-Based E-learning. Capella University.
De Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2009). Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design. Educational Psychology Review, 21(2), 113–140.
Debiase, M. (2009). Effects of color and animation on visual short -term memory in computer-environment learning tasks. Dissertation. West Virginia University.
Dorian, P. (2014). Interface Design for Learning for Learning: Design strategies for learning experiences. USA: New Riders.
Estapa, A., & Nadolny, L. (2015). The Effect of an Augmented Reality Enhanced Mathematics Lesson on Student Achievement and Motivation. Journal of STEM Education, 16(3), 40–49.
Evans, C., & Sabry, K. (2003). Evaluation of the Interactivity of Web-Based Learning Systems: Principles and Process. Innovations in Education and Teaching International, 40(1), 89–99.
Faghih, B.; Reza, M.A.; and Katebi, S. . (2013). User Interface Design for E-Learning Software. The International Journal of Soft Computing and Software Engineering, 3(3), 786–794.
Galitz, W. O. (2007). The Essential Guide to An Introduction to GUI Design Principles and Techniques.
Harper, S., Michailidou, E., & Stevens, R. (2009). Toward a definition of visual complexity as an implicit measure of cognitive load. ACM Transactions on Applied Perception, 6(2), 1–18.
Herrlinger, S. (2011). Multimedia Learning in Primary schools: Multimedia Effects, Modality Effects and Attentional Guidance. Dissertation. Universitat Duisburg-Essen.
Hong, Z. W., Huang, Y. M., Hsu, M., & Shen, W. W. (2016). Authoring Robot-Assisted Instructional Materials for Improving Learning Performance and Motivation in EFL Classrooms. Educational Technology, 19, 337–349.
Hsiung, L. Y., & Lai, M. H. (2013). Improving learning results and reducing cognitive load through 3D courseware on color management and inspection instruction. Turkish Online Journal of Educational Technology, 12(3), 91–106.
Hsu, J. M., Chang, T. W., & Yu, P. T. (2012). Learning effectiveness and cognitive loads in instructional materials of programming language on single and dual screens. Turkish Online Journal of Educational Technology, 11(2), 156–166.
Hu, Y. (2008). Motivation, usability and their interrelationships in a self-paced online learning environment. Virginia Polytechnic Institute and State University.
Ibrahim, M. A., Yusuf, A. M., Zohdi, M., Amin, M., & Basir, N. (2016). Interactive Courseware : Quranic Verses on the Integration of Naqli and Aqli Knowledge, 4(1).
Islam, N. (2011). The Determinants of the Post-Adoption Satisfaction of Educators with an E-Learning System. Journal of Information Systems Education, 22(4), 319–331.
Kamaruddin, N; Park, J & Hyun, N. (2009). Challenges of Malaysian developers in creating good interfaces for interactive courseware development in Malaysian educational context. Design Principles and Practices, 3(2).
Kanala, S., Nousiainen, T., & Kankaanranta, M. (2013). Using a mobile application to support children’s writing motivation. Interactive Technology and Smart Education, 10(1), 4–14.
Khan, B. . (2012). User Interface design for virtual environments:challenges and advances. Hershey: McWeadon Education.
Lai, Y. S., Tsai, H. H., & Yu, P. T. (2011). Integrating annotations into a dual-slide PowerPoint presentation for classroom learning. Educational Technology and Society, 14(2), 43–57.
Lee, S., Noh, H., Lee, J., Lee, K., Lee, G. G., Sagong, S., & Kim, M. (2011). On the effectiveness of Robot-Assisted Language Learning. European Association for Computer Assisted Language Learning, 23(1), 25–58.
Lewis, D. (2008). The Acquisition of Prodedural Skills: An Analysis of the worked-Example Effect Using Demonstrations. University of South Florida.
Li, L. Y., & Chen, G. D. (2010). A web browser interface to manage the searching and organizing of information on the web by learners. Educational Technology and Society, 13(4), 86–97.
Mukundan, J., & Nimehchisalem, V. (2011). An Evaluation of English Language Teaching Courseware in Malaysia. English Language Teaching, 4(3), 142–150. http://doi.org/10.5539/elt.v4n3p142
Neo, M., Neo, K. T.-K., & Tan, H. Y.-J. (2012). Applying Authentic Learning Strategies in a Multimedia ad Web Learning Environment (MWLE): Malaysia Students’ Perspective. The Turkish Online Journal of Educational Technology, 11(3), 50–60.
O’Brien, H. L. (2010). The influence of hedonic and utilitarian motivations on user engagement: The case of online shopping experiences. Interacting with Computers, 22(5), 344–352.
Omale, N. M. (2010). Exploring the use of 3D multi user virtual environments for online problem-based learning. Northern Illinois University.
Rau, P. L. P. (2014). Cross-Cultural Design - , Held as Part of HCI International 2014, Proceedings. In 6th International Conference, CCD 2014. Greece.
Reis, H. M., Borges, S. S., Durelli, V. H. S., Fernando De S. Moro, L., Brandão, A. A. F., Barbosa, E. F., … Bittencourt, I. I. (2012). Towards reducing cognitive load and enhancing usability through a reduced graphical user interface for a dynamic geometry system: An experimental study. Proceedings - 2012 IEEE International Symposium on Multimedia, ISM 2012.
Richardson, R. T., Drexler, T. L., & Delparte, D. M. (2014). Color and Contrast in E-Learning Design: A Review of the Literature and Recommendations for Instructional Designers and Web Developers. Journal of Online Learning & Teaching, 10(4), 657–670.
Schrader, C., & Bastiaens, T. (2012). Learning in Educational Computer Games for Novices : The Impact of Support Provision Types on Virtual Presence , Cognitive Load , and Learning Outcomes. International Review of Research in Open and Distance Learning, 13(3), 1–11.
Sii, Ching Hii; Soon, F. F. (2010). Effects of Multimedia Redundancy in History Learning among “ Deep and Surface ” Students. Asian Social Science, 6(6), 119–127.
Stefan, Livia and Moldoveanu, F. (2015). Gamified 3D virtual learning environment for improved students’ motivation and learning evaluation. A case study on “3DUPB” campus (pp. 94–101). Bucharest.
Su, Y.; and James, D. (2006). Effect of Navigation Tools and Computer Confidence on Performance and Attitude in a Hypermedia Learning Environment. Journal of Educational Multimedia and Hypermedia, 15(1), 87–106.
Tsang, E. Y. M. (2010). Learner-Content Interactions And Learning Effectiveness: A Study Of Student Perceptions.
Wan Isa, W. M., Ahmad, F., Amin, M. A. M., Deris, M. S. M., Rozaimee, A., Wan Idris, W. M. R., & Safei, S. D. (2010). Development and innovation of multimedia courseware for teaching and learning of KAFA subjects. ICCTD 2010 - 2010 2nd International Conference on Computer Technology and Development, Proceedings, (Icctd), 100–104.
Wang, S., & Reeves, T. C. (2007). The effects of a web-based learning environment on student motivation in a high school earth science course. Educational Technology, Research and Development, 169–192.
Wang, W. F., Chen, C. M., & Wu, C. H. (2015). Effects of Different Video Lecture Types on Sustained Attention, Emotion, Cognitive Load, and Learning Performance. Proceedings - 2015 IIAI 4th International Congress on Advanced Applied Informatics, IIAI-AAI 2015, (0), 385–390.
Yerasimou, T. (2010). Examining interactivity and flow in a blended course to advance blended learning practices. Dissertation. Indiana University.
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Published
2018-06-07
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Bashir, K. (2018). Understanding the role of user interface design in fostering students’ learning process in a multimedia courseware learning environment: insights from a Malaysian case study. IIUM Journal of Educational Studies, 5(1), 93–109. https://doi.org/10.31436/ijes.v5i1.148
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