The effect of content representation design principles on users’ intuitive beliefs and use of e-learning systems

Hosam Al-Samarraie, Hassan Selim, Fahed Zaqout

    Research output: Contribution to journalArticlepeer-review

    14 Citations (Scopus)

    Abstract

    A model is proposed to assess the effect of different content representation design principles on learners’ intuitive beliefs about using e-learning. We hypothesized that the impact of the representation of course contents is mediated by the design principles of alignment, quantity, clarity, simplicity, and affordance, which influence the learner’s intuitive beliefs about using e-learning systems. The model was empirically validated using data collected from a survey administered to university students. This study demonstrates that these design principles are essential predictors of learners’ intuitive beliefs, which in turn directly influence their decisions about using e-learning systems. The findings provide system designers with quasi-quantitative managerial insights into how to motivate users to continue using e-learning systems.

    Original languageEnglish
    Pages (from-to)1758-1777
    Number of pages20
    JournalInteractive Learning Environments
    Volume24
    Issue number8
    DOIs
    Publication statusPublished - Nov 16 2016

    Keywords

    • human–computer interaction
    • information representation
    • interactive system design
    • pedagogical design issues
    • system adoption

    ASJC Scopus subject areas

    • Education
    • Computer Science Applications

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