Advertisement

Development of Instructional Model App Design for User Experience

  • Sang-Duck SeoEmail author
Conference paper
Part of the Communications in Computer and Information Science book series (CCIS, volume 1034)

Abstract

This study aims to develop an instructional model App design for effective user experience in self-learning acquisition of origami. In order to develop effective app design, this study conducted a pilot study to compare three formats of instructional models: printed, time-based video, and App instruction. To make the comparison, the study evaluated user tasks in three main areas: (1) time required to complete the given task, (2) number and kinds of errors, and (3) frequency of misunderstanding the instructional information. With an analysis of the result of the usability and exit interview, the findings suggest that users completed the task more effectively in the video and App instructions compared to the printed instruction. However, participants using the App instruction appeared more focused on the performance of each task and worked without interruption. According to both positive responses from the video and App instructions, this study proposes a conceptual framework for the new App design which provides an interactive user interface between static (graphic illustration) and kinetic (video simulation). The App also provides an effective learning acquisition through the online community where users can share their works and instruction model with other online users.

Keywords

Self-learning Instructional model app User experience Visual literacy 

References

  1. 1.
    Gamble, J.: Modelling the invisible: the pedagogy of craft apprenticeship. Stud. Continuing Educ. 23(2), 185–200 (2001)CrossRefGoogle Scholar
  2. 2.
    Torrey, C., Churchill, E.F., Mcdonald, D.W.: Learning how. In: Proceedings of the 27th International Conference on Human Factors in Computing Systems - CHI 2009 (2009)Google Scholar
  3. 3.
    Tenbrink, T., Taylor, H.A.: Conceptual transformation and cognitive processes in origami paper folding. J. Probl. Solving 8, 1 (2015)Google Scholar
  4. 4.
    Anderson, J.R., Douglass, S., Qin, Y.: How should a theory of learning and cognition inform instruction? In: Experimental Cognitive Psychology and its Applications, pp. 47–58 (2005)Google Scholar
  5. 5.
    Aisami, R.S.: Learning styles and visual literacy for learning and performance. Procedia - Soc. Behav. Sci. 176, 538–545 (2015)CrossRefGoogle Scholar
  6. 6.
    Lohr, L.: Creating Graphics for Learning and Performance: Lessons in Visual Literacy. Merrill Prentice Hall, Columbus (2008)Google Scholar
  7. 7.
    Rosenberg, M.J.: E-learning: Strategies for Delivering Knowledge in the Digital Age. McGraw-Hill, New York (2001)Google Scholar
  8. 8.
    Aparicio, M., Bacao, F., Oliveira, T.: Grit in the path to e-learning success. Comput. Hum. Behav. 66, 388–399 (2017)CrossRefGoogle Scholar
  9. 9.
    Hubalovsky, S., Hubalovska, M., Musilek, M.: Assessment of the influence of adaptive e-learning on learning effectiveness of primary school pupils. Comput. Hum. Behav. 92, 691–705 (2019)CrossRefGoogle Scholar
  10. 10.
    Hashim, A.S., Ahmad, W.F.W., Rohiza, A.: A study of design principles and requirements for the m-learning application development. In: 2010 International Conference on User Science and Engineering (i-USEr) (2010)Google Scholar
  11. 11.
    Instructables: How to Make a Paper Crane. http://www.instructables.com/id/How-to-make-a-Paper-Crane-1/
  12. 12.
    Instructions, T.O.: Origami: Crane [tutorial]. https://www.youtube.com/watch?v=Ux1ECrNDZl4
  13. 13.

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.University of Nevada Las VegasLas VegasUSA

Personalised recommendations