Emerald | Interactive Technology and Smart Education | Table of Contents

Free choice of Learning Management Systems: Do student habits override inherent system quality?

literatinetwork@emeraldinsight.com (Gavin W Porter) — Fri, 07 Jun 2013 00:00:00 +0100

Abstract

Purpose - Although multiple studies examine institutional transitions of learning management systems (LMS) or compare their merits, studies examining student’s free choice of access on parallel LMSs for the same course are absent from the literature. In order to investigate usage in a free-choice situation, identical content was posted at the same time to two different LMSs in a large enrollment class with a diversity of majors. Design/methodology/approach - Two prevalent LMSs were utilized in the study; WebCT, which was in existence at a university-wide level previously, and Moodle, which will become the new university-wide system in the 2012-13 academic year onwards. Both student self-reports and LMS log usage data were analyzed. LMS preferences and usage groups were categorized.Findings - Although this inquiry revealed that most students chose to use the WebCT system (85% WebCT users, 15% Moodle users; both self-reported and log-verified), the reasons given for WebCT preference pertained largely to habit and that most other courses are using the WebCT LMS. In contrast, the reasons given for using Moodle spoke directly to the attributes of the LMS itself, namely the interface quality and the way it is organized. Originality/value - This study indicates that institutions should look beyond student usage patterns in making LMS choices, and that LMS quality is sometimes, and perhaps unfortunately, overshadowed by student habit and familiarity.

TOWARDS THE RECONCILIATION OF KNOWLEGDE MANAGEMENT AND E-COLLABORATION SYSTEMS

Fri, 07 Jun 2013 00:00:00 +0100

Abstract

Purpose - The purpose of this paper is to propose an intelligent infrastructure for the reconciliation of knowledge management and e-collaboration systems.Design/methodology/approach - Literature on e-collaboration, information management, knowledge management, learning process, and intellectual capital is mobilised in order to build the conceptual framework.Findings - This paper presents a conceptual framework including a set of concepts and guidelines that can be used to specify an efficient knowledge infrastructure for networked enterprises. Research limitations/implications - Results from this study uphold the emerging research area of knowledge management in e-collaboration systems. The proposed framework derived purely from theory and conceptual analysis, more work needs to be done in order to validate and experiment with the framework. Future research remains be carried out to apply the framework on a broader scale, and in particular to determine its applicability relative to various collaboration patterns and current technology development.Practical implications - Results from this study are important for networked enterprises, especially knowledge-intensive enterprises, who intend to build e-collaboration systems to organize their knowledge base and to share it with their partners. Originality/value - This paper is one of the first to address collaborative knowledge management in e-collaboration systems with a focus on the promotion of learning process and the creation of intellectual capital.

Progressive Assessment of Student Engagement with Web-based Guided Learning

literatinetwork@emeraldinsight.com (Norliza Katuk) — Fri, 07 Jun 2013 00:00:00 +0100

Abstract

Purpose - The purpose of this research is to investigate student engagement in guided web-based learning systems. It looks into students’ engagement and their behavioral patterns in two types of guided learning systems (i.e., a fully- and a partially-guided). The research also aims to demonstrate how the engagement evolves from the beginning towards the end of the interactions; which enables analysis to be performed on the quality of engagement.Design/methodology/approach - An experimental study was conducted on 41 students from a public university in Malaysia using two web-based systems as the main learning tools. The students’ engagement data were captured three times during the interactions and once at the end of the experimental study using student self-report.Findings - The main outcome of this study suggests that student engagement was changing over time either in positive or negative patterns. The directions of change in both types of guided learning were mainly influenced by the students’ background of knowledge. Practical implications - This study demonstrates that student engagement is dynamic. Therefore, progressive assessment is a practical approach to obtain the engagement data which can be used to regulate and improve student engagement in web-based systems. As a result, an adaptive and intelligent web-based learning environment can be created.Originality/value - This research proposes a new approach to improve students’ engagement in web-based instruction, that is, through a progressive assessment of their current experience.

Serious Game Evaluation as a Meta-game

Fri, 07 Jun 2013 00:00:00 +0100

Abstract

Purpose - This paper briefly outlines the Seamless Evaluation approach and its application during an evaluation of ORIENT, a serious game aimed at young adultsDesign/methodology/approach - In this paper we detail a unobtrusive, embedded evaluation approach that occurs within the game context, adding value and entertainment to the player experience whilst accumulating useful data for the development teamFindings - The key result from this study was that during the ‘Seamless Evaluation’ approach, users were unaware that they had been participating in an evaluation, with instruments enhancing rather than detracting from the in-role game experience.Practical implications - This approach, Seamless Evaluation, was devised in response to player expectations, perspectives and requirements, recognising that in the evaluation of games the whole process of interaction including its evaluation must be enjoyable and fun for the user. Originality/value - Through using Seamless Evaluation we created an evaluation completely embedded within the ‘magic circle’ of an in-game experience that added value to the user experience whilst also yielding relevant results for the development team.

DESIGNING MOBILE LMS INTERFACES: LEARNERS’ EXPECTATIONS AND EXPERIENCES

Fri, 07 Jun 2013 00:00:00 +0100

Abstract

Purpose - This paper presents mobile LMS interface designs and ideas achieved through a participatory design process with students for enabling them to effectively and efficiently access the most needed and desired LMS services on their mobile phones. The design process was also informed by a survey which was carried out to identify strategies of enabling learners in developing countries to fully exploit the potential of learning management systems (LMSs). Design/methodology/approach - The initial requirements of the students’ needs for the LMS were obtained through an online survey to which a total of 144 students from two universities responded. The identified most needed/required LMS services were then designed for mobile access through a participatory design process. Findings - The findings of the survey indicated that the most desired and most accessed LMS services by the students include: assignments, announcements, resources, course outlines and the chat room. Mobile interfaces for LMSs existed, but were largely unused, probably because the design of mobile interaction was inadequate. From the design and implementation processes, and the expert evaluation of the first prototype of the mobile LMS, the ideas presented were found to be technically feasible and the application exhibited good usability Research limitations/implications - The first prototype of the mobile LMS was only evaluated by HCI experts, who examined the application interfaces to judge its compliance with recognized usability principles–the "heuristics". The subsequent user experience evaluations of the application is an ongoing process (including longitudinal process), and the results are not reported in this paper. Practical implications - If this application is usable and is accepted by the students, it will reduce the over reliance of the students on the institutional ICT infrastructure for accessing the LMS services.Originality/value - The paper also presents mobile LMS interface designs and ideas achieved through a participatory design process for enhancing the accessibility of the most needed and desired LMS services on mobile phones.