Literaturnachweis - Detailanzeige
| Autor/inn/en | Rigas, Dimitrios; Alharbi, Abdulrhman |
|---|---|
| Titel | An Investigation on the Role of Multimodal Metaphors in e-Feedback Interfaces |
| Quelle | In: Interactive Technology and Smart Education, 8 (2011) 4, S.263-270 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1741-5659 |
| DOI | 10.1108/17415651111189496 |
| Schlagwörter | Feedback (Response); User Satisfaction (Information); Learner Engagement; Writing Exercises; Computer Interfaces; Computer Simulation; Simulated Environment; Computer Software; Web Based Instruction; Computer Mediated Communication; Use Studies; College Students; Usability; Electronic Learning; Multimedia Materials; Audiovisual Aids; Instructional Material Evaluation; Computer Software Evaluation; Experiments; Instructional Design; Animation; Control Groups; Experimental Groups; Student Surveys |
| Abstract | Purpose: The purpose of this paper is to investigate the usability (effectiveness, efficiency and user satisfaction) of e-feedback interfaces. The experiment compares a traditional visual approach with a multimodal approach in order to determine the impact of multimodal metaphors upon the user's understanding, reasoning and engagement with the e-feedback. Design/methodology/approach: The empirical investigation involved visual (text with graphical illustrations) and multimodal (audio-visual with expressive avatars and recorded speech) experimental e-feedback platforms. Both experimental platforms provided the same e-feedback but used different interaction metaphors to convey the information. The evaluation approach measured effectiveness, efficiency and user satisfaction. Findings: The results showed that the multimodal approach increased usability in terms of effectiveness, efficiency and engagement of users with the e-feedback. There is a very clear prima facie case that combining different communication metaphors to convey information involved in the e-feedback simultaneously does not increase the information overload on users. This however was observed to be the case when the visual channel was used. Originality/value: This paper introduces a unique approach that uses specific combinations of multimodal metaphors to communicate information about e-feedback simultaneously. This approach increased the usability of e-feedback and user's engagement in interfaces for e-learning applications. (Contains 4 figures.) (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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