Aesthetics and E-Assessment: The Interplay of Emotional Design and Learner Performance
Distance Education Volume 32, Number 3, ISSN 0158-7919
The purpose of this study has been to examine the impacts of aesthetic design on learner experience in an e-assessment environment, specifically on cognitive load and task performance. Sixty-six postsecondary students were randomly assigned to one of two aesthetic design configurations of the e-assessment environment: (1) an environment with low consideration to aesthetic design (i.e., designed to provide the utility and usability necessary to complete the tasks), and (2) the same environment (i.e., identical utility, task objectives, and task media) designed with several aesthetic enhancements to heighten the learner experience. Findings suggest that aesthetic design significantly decreased participant cognitive load and increased participant satisfaction, willingness to continue use, voluntary self-assessment time, and task performance. Qualitative data support these findings. The results of this study provide practical insights for designers exploring the valuable relationship between aesthetic design and the learner experience. (Contains 7 tables and 5 figures.)
Miller, C. (2011). Aesthetics and E-Assessment: The Interplay of Emotional Design and Learner Performance. Distance Education, 32(3), 307-337.
Cited ByView References & Citations Map
Aaron Doering & Jeni Henrickson, University of Minnesota, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 326–337
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