Usability of Online Instruction

Leveraging user-centered design methods to improve online curriculum

Research Proposal by

Michael Wilder

Agenda

• Introduction• Goal of the study• Significance• Research questions• Theoretical framework• Methods• Design• Analysis• Hypothesis

Introduction

Introduction

Introduction

Goal

The purpose of this research proposal is:

To identify organizational principles for the development of online learning curriculum in higher education.

Significance

This study has the potential to make significant contributions to the field of educational psychology and online education by providing substantive empirical data that sheds light on potential principles that improve the effectiveness, efficiency, and user satisfaction of Web-based education.

Research Questions

This study will address the following research questions:

1. Can educational psychology learning theories (such as cognitive load theory) be used to inform usability-testing methods?

2. Can usability-testing methods be used to discover basic principles of online learning curricular organization?

3. Are there basic principles of online learning curricular organization that can improve the efficiency, effectiveness, and user satisfaction of learning in online environments?

Theoretical Framework

What is cognitive load theory?

"Cognitive load theory has been designed to provide guidelines intended to assist in the presentation of information in a manner that encourages learner activities that optimize intellectual performance.”

Sweller, J., Van Merriënboer, J., & Paas, F. (1998). "Cognitive architecture and

instructional design.” Educational Psychology Review 10 (3): 251–296.

Cognitive Load

Cognitive Load

Methods

What is usability testing?

Usability testing is a technique used in user-centered interaction design to evaluate a product by testing it on users. This can be seen as an irreplaceable usability practice, since it gives direct input on how real users use the system.

Nielsen, J. (1994). Usability Engineering, Academic Press Inc, p. 165

Usability Testing

Usability Testing

Usability

Can measure:

• Time to complete task• Number of key clicks to accomplish task• Talk-aloud narration• Facial expression

Usability Testing

Usability Testing

Methods

• Mixed methodsQuantitative and Qualitative

• ParticipantsRandom sample of university students

• Demographic surveyAge, gender, experience

• Computer literacy exam

• Usability “cognitive walkthrough”Typical educational tasks comparing organizational styles

Analysis

• A “three by three” analysis of variance (ANOVA) comparing levels of computer literacy and prior experience to number of keyclicks and time to accomplish tasks

• Dependent variable is different organization types (module, folder, “chaos”)

• Qualitative analysis of facial expression and talk-aloud session

• Observing correlations with demographics.

Hypothesis

It is hypothesized that regardless of age or gender, participants with low levels of experience with online learning and low computer literacy skills will produce more key clicks, require more time to accomplish tasks, and express more frustration with navigation and organization than participants with high levels of prior experience with online learning environments and high computer literacy skills. It is further hypothesized, however, that participants with high levels of prior experience with online learning standards and high computer literacy skills will be more affected by poor organization and confusing navigational structure.

Questions?