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Examining the interplay of aesthetics and the learner experience in an online assessment environment
PROCEEDINGS

, , , University of Minnesota, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The traditional methodology of the instructional design field encompasses the analysis, design, development, implementation, and evaluation of instructional processes and products, also known as the life-cycle of design. However, to orient the field toward design work that engages learners in more meaningful and effective learning, instructional designers must focus on designing experiences, as opposed simply to designing products or processes. Instructional designers must surpass the pedagogical and technical issues of developing theory-based processes and products, only then will the field enter the realm of aesthetics. In this brief paper we illustrate the prospective role of aesthetics in the design of online learning experiences, present a cognitive load framework for exploring the role of aesthetics in instructional design, and discuss findings from a qualitative study which examined the impacts of aesthetics on the learner experience in an online assessment environment.

Citation

Miller, C., Veletsianos, G. & Doering, A. (2008). Examining the interplay of aesthetics and the learner experience in an online assessment environment. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 1208-1210). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 22, 2019 from .

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