Conference Paper

The Practical Guidelines for Designing User Interface in Virtual Learning Environment.

Conference: Proceedings of the 2010 International Conference on E-Learning, E-Business, Enterprise Information Systems, & E-Government, EEE 2010, July 12-15, 2010, Las Vegas Nevada, USA
Source: DBLP

ABSTRACT Designing User Interface (UI) has an important role in user satisfaction. Students working in Virtual Learning Environment (VLE), experience great difficulties and encounter consumes most of their time attempting to learn an incomplete system design by inexperienced UI designers. The VLE system may contain analytical function and features with poor UI facility, Hence the effective use of the system is hampered causing interaction frustration. These are due to the lack of familiarity of the designing with the basic principles of UI designs in VLE environment. Because of that, identification and categorization of these principles play an important role in promoting VLE system with UI domain. In this paper, identifying and categorizing UI design principles in VLE are investigated and comparison is made between various commonly used virtual learning systems on the web. The outcome of the conducted comparison studies provides a suitable guideline for designers of such systems.

Download full-text


Available from: Mohammad Shojafar, Jul 05, 2015
1 Follower
  • [Show abstract] [Hide abstract]
    ABSTRACT: This article was published in the journal, Human Technology. It is also available at: The European Social Fund-supported Portland Partnership project developed a computer-based virtual learning environment (VLE) to benefit students with cognitive and physical disabilities. This system provided students with access to a suite of software programs to teach them basic/essential skills needed for everyday life and to use information and communications technology (ICT). The VLE can be customized to meet individual students’ needs by selecting an input device, adjusting its setting, or choosing a symbol set to support on-screen text. The learning programs within the VLE required careful design to make them stimulating and beneficial to students who have diverse health conditions and disabilities. The VLE and learning programs were evaluated within four partner Colleges of Further Education. Observations showed that students enjoyed the learning tools and the tutor comments indicated that students also benefited from them. A series of guidelines were identified for the design of future VLEs and learning software for students with special needs.