Assessing the usability of a visual tool for the definition of e-learning processes

  • Authors:

  • Gennaro Costagliola;Andrea De Lucia;Filomena Ferrucci;Carmine Gravino;Giuseppe Scanniello

  • Affiliations:

  • Dipartimento di Matematica e Informatica, Universití di Salerno, Via Ponte Don Melillo, 84084 Fisciano, SA, Italy;Dipartimento di Matematica e Informatica, Universití di Salerno, Via Ponte Don Melillo, 84084 Fisciano, SA, Italy;Dipartimento di Matematica e Informatica, Universití di Salerno, Via Ponte Don Melillo, 84084 Fisciano, SA, Italy;Dipartimento di Matematica e Informatica, Universití di Salerno, Via Ponte Don Melillo, 84084 Fisciano, SA, Italy;Dipartimento di Matematica e Informatica, Universití della Basilicata, Viale dell'Ateneo Macchia Romana, 85100 Potenza, Italy

  • Venue:
  • Journal of Visual Languages and Computing
  • Year:
  • 2008

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Abstract

In this paper, we present a usability study aiming at assessing a visual language-based tool for developing adaptive e-learning processes. The tool implements the adaptive self-consistent learning object SET (ASCLO-S) visual language, a special case of flow diagrams, to be used by instructional designers to define classes of learners through stereotypes and to specify the more suited adaptive learning process for each class of learners. The usability study is based on the combined use of two techniques: a questionnaire-based survey and an empirical analysis. The survey has been used to achieve feedbacks from the subjects' point of view. In particular, it has been useful to capture the perceived usability of the subjects. The outcomes show that both the proposed visual notation and the system prototype are suitable for instructional designers with or without experience on the computer usage and on tools for defining e-learning processes. This result is further confirmed by the empirical analysis we carried out by analysing the correlation between the effort to develop adaptive e-learning processes and some measures suitable defined for those processes. Indeed, the empirical analysis revealed that the effort required to model e-learning processes is not influenced by the experience of the instructional designer with the use of e-learning tools, but it only depends on the size of the developed process.