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Usability of Online Instruction Leveraging user-centered design methods to improve online curriculum Research Proposal by Michael Wilder

Usability of Online Instruction

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The purpose of this research proposal is to identify organizational principles for the development of online learning curriculum in higher education. This study will address the following research questions: Can educational psychology learning theories (such as cognitive load theory) be used to inform usability-testing methods? Can usability-testing methods be used to discover basic principles of online learning curricular organization? Are there basic principles of online learning curricular organization that can improve the efficiency, effectiveness, and user satisfaction of learning in online environments? While there are many theoretical directions one could take to examine the interface of instructional design and technology, this research proposal will use the lens of the cognitive load theory. This study will use the cognitive walkthrough method as established by usability testing standards. Cognitive walkthroughs use an explicitly detailed procedure to simulate a user’s problem solving process at each step through the dialogue, checking if the simulated user’s goals and memory content can be assumed to lead to the next correct action. Participants will be asked to complete a series of tasks in an online learning environment formulated to compare different methods of organization. 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.

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Usability of Online Instruction

Leveraging user-centered design methods to improve online curriculum

Research Proposal by

Michael Wilder

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Agenda

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

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Introduction

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Introduction

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Introduction

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Goal

The purpose of this research proposal is:

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

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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.

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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?

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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.

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Cognitive Load

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Cognitive Load

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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

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Usability Testing

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Usability Testing

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Usability

Can measure:

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

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Usability Testing

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Usability Testing

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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

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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.

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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.

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Questions?