Defining the Visual Complexity of Learning Management Systems Using Image Metrics and Subjective Ratings
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| Title: | Defining the Visual Complexity of Learning Management Systems Using Image Metrics and Subjective Ratings |
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| Language: | English |
| Authors: | Stoesz, Brenda M., Niknam, Mehdi, Sutton, Jessica |
| Source: | Canadian Journal of Learning and Technology. Sum 2020 46(2). |
| Availability: | Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Integrated Learning Systems, Educational Technology, Visual Aids, Difficulty Level, Short Term Memory, Undergraduate Students, Foreign Countries, Measurement, Prediction, Age Differences, Educational Attainment, Familiarity, Evaluative Thinking |
| Geographic Terms: | Canada (Winnipeg) |
| Assessment and Survey Identifiers: | Wechsler Adult Intelligence Scale |
| ISSN: | 1499-6677 |
| Abstract: | Research has demonstrated that students' learning outcomes and motivation to learn are influenced by the visual design of learning technologies (e.g., learning management systems or LMS). One aspect of LMS design that has not been thoroughly investigated is visual complexity. In two experiments, postsecondary students rated the visual complexity of images of LMS after exposure durations of 50-100 ms. Perceptions of complexity were positively correlated across timed conditions and working memory capacity was associated with complexity ratings. Low-level image metrics were also found to predict perceptions of the LMS complexity. Results demonstrate the importance of the visual design of learning technologies and suggest that additional research on the impact of LMS visual complexity on learning outcomes is warranted. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1284134 |
| Database: | ERIC |
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| Abstract: | Research has demonstrated that students' learning outcomes and motivation to learn are influenced by the visual design of learning technologies (e.g., learning management systems or LMS). One aspect of LMS design that has not been thoroughly investigated is visual complexity. In two experiments, postsecondary students rated the visual complexity of images of LMS after exposure durations of 50-100 ms. Perceptions of complexity were positively correlated across timed conditions and working memory capacity was associated with complexity ratings. Low-level image metrics were also found to predict perceptions of the LMS complexity. Results demonstrate the importance of the visual design of learning technologies and suggest that additional research on the impact of LMS visual complexity on learning outcomes is warranted. |
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| ISSN: | 1499-6677 |
