Bringing design to software
Information Systems Research
Integrated E-Learning: Implications for Pedagogy, Technology and Organization
Integrated E-Learning: Implications for Pedagogy, Technology and Organization
Evaluating quality of conceptual modelling scripts based on user perceptions
Data & Knowledge Engineering
Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies
Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies
A language/action perspective on the design of cooperative work
Human-Computer Interaction
Assessing the usability of a visual tool for the definition of e-learning processes
Journal of Visual Languages and Computing
Worst Practices for Domain-Specific Modeling
IEEE Software
IEEE Transactions on Software Engineering
Learning process models as mediators between didactical practice and web support
ER'05 Proceedings of the 24th international conference on Conceptual Modeling
Visual programming language in geographic information systems
AICT'11 Proceedings of the 2nd international conference on Applied informatics and computing theory
| Hi-index | 0.00 |
The introduction of learning technologies into education is making the design of courses and instructional materials an increasingly complex task. Instructional design languages are identified as conceptual tools for achieving more standardized and, at the same time, more creative design solutions, as well as enhancing communication and transparency in the design process. In this article we discuss differences in cognitive aspects of three visual instructional design languages (E^2ML, PoEML, coUML), based on user evaluation. Cognitive aspects are of relevance for learning a design language, creating models with it, and understanding models created using it. The findings should enable language constructors to improve the usability of visual instructional design languages in the future. The paper concludes with directions with regard to how future research on visual instructional design languages could strengthen their value and enhance their actual use by educators and designers by synthesizing existing efforts into a unified modeling approach for VIDLs.