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An e-Book Interface by Providing Visual Information of Hypertext Structure Will be Affect Learning Comprehension and Usability According to Learner's Learning Preferences

하이퍼텍스트의 정보구조를 제공한 e-Book 인터페이스 환경에서 학습자의 정보처리유형이 학업성취도 및 사용편의성에 미치는 효과

  • Received : 2011.11.08
  • Accepted : 2012.02.01
  • Published : 2012.02.28

Abstract

The purpose of this study is to examine difference of information processing style on lesson comprehension scores and usability ratings in e-Learning containing visual information structure. To address this goal, 68 university students were participated in this research. They were asked information processing style test, lesson comprehension test, and usability ratings after completed e-Learning lesson. According to the result, there was not significant difference between visual and verbal information process style on lesson comprehension as learn outcomes. However, students who are visual information processing style were significantly higher ratings than students who are verbal information processing style on 4 of 8 usability scales; awareness of lesson structure, awareness of lesson length, ease of navigation, and ease of lesson learning. These result indicate that there will be needed the design of aptitude treatment interaction for e-Book according to information processing style.

Keywords

e-Book;Interface Design;Hypertext Structure;Information Processing;Visual Experience

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