Designing and Evaluating User Interfaces for eLearning

This article describes the design and evaluation of the user interface for over 50 online modules encompassing 150 lessons, and 100+ hours of mediated instruction. We employed rapid prototyping, multiple focus groups, alpha and beta test evaluations in developing a consistent, effective, reliable and scaleable user interface. The user interface elements employ multiple navigation strategies with page arrows, a table of contents and sub-menus that support a modular design. Interactive elements include context sensitive glossary items, multiple choice and free text assessments with tailored remediation. The primary instructional components are the previews and presentations that are available in text and streaming media versions with segmented playlist links. Proactive requirements, rapid prototyping, and user-centered evaluation, contributed to the development of content rich modules, which are reliable and easy-to –use. Requirements and Rapid Prototyping The interface development process began with a recommended strategy of analyzing the instructional goals (Andriole and Adelman, 1995; Kovitz, 1999), the needs of the user community, the implementation plan and the criteria for evaluating success. This information served as the foundation for establishing the requirements and specifications. We refined the requirement drafts through internal reviews and early meetings with the content team jurors and the board of governors ( Meyen, Aust, Bui &. Ramp, 2002). User Interface Requirements As noted by Gardiner and Christie (1987), the user interface functions as a type of dialogue with the user. In this era of rapid technological innovation, there is a risk that the quest for novelty will result in user interface designs that overshadow the intended message or simply confuse the users. The key is to keep the dialogue clear and understated so the interface becomes transparent (Mandel, 1997) allowing the users to focus on the intended learning. User interfaces that model transparency adhere to a consistent look and feel using a standardized naming scheme, graphics, orientation, navigation and other user interface elements (Shneiderman, 1998). Language use must be consistent and at the appropriate reading level. Terms must be clearly defined, highlighted, punctuated and used consistently within modules. The modules must adhere to national and international standards including relevant tagging procedures established by the World Wide Web Consortium (W3C), Advanced Distributed Learning Group (ADL SCORM), IEEE Learning Technology Group (P1484) and CAST's Bobby guidelines. The modules adhere to pre-determined and consistent instructional components and organizational structure. There are four main levels (Orientation, Support, Lessons and Practice) in all modules. The instructional components for each level are consistent across all modules. A modular design that conforms to current trends in reusable learning objects (Wiley, 2000), was required with cohesive components at the collection, content area, module and lesson levels. Each of these levels can be used independently or integrated into locally developed online courses. The modules were required to be accessible to a wide variety of learners, in various settings, using a broad range of equipment and network connection speeds. Initial minimum requirements include Windows and Macintosh computer platforms using Internet Explorer 4.0+ or Netscape 3.0+ browsers with 14-inch monitors. We anticipated that many universities would provide students with faster connectivity (T1 or greater). We also knew that other users would have slower speed dial up connections (28.8 K modems). All module content was required to be accessible to a wide variety of users including those with special needs who use text -readers and/or other adaptive devises. The Online modules primary instructional components (preview and presentation) are available in two forms, text transcript with graphics and streamed media slide show with audio narration. The design of the streaming media was subject to the bandwidth constraints of dial up modem speeds (28.8 Kbps) thus limiting the presentations to an audio slide show. We required technologies capable of delivering moderately high quality audio with minimal interruptions using 28.8 Kbps modems.