Epilogue

This thesis has investigated the usability aspects of e-learning interfaces that utilise multimodal interaction metaphors in the presentation of the learning content. The thesis has also explored the effect of these metaphors on users’ learning outcomes. The results obtained from three experiments within this research programme have provided empirical evidence that earcons, auditory icons, recorded speech along with avatars with facial expressions and body gestures could indeed help in improving the usability as well as users’ learning performance in e-learning interfaces when utilised to

180 communicate the incorporated learning material. The experimental findings as well as the empirically derived guidelines for the design of more usable e-learning applications contribute to the research literature in both the multimodal interaction and the e-learning fields. However, further research highlighted earlier in this chapter could be carried out to reinforce the potential of multimodal metaphors in enhancing Human-Computer Interaction in e-learning domain.

181

REFERENCES

[1] S. A. Brewster, "The design of sonically-enhanced widgets," Interacting with Computers, vol. 11, pp. 211-235, 1998.

[2] S. A. Brewster, "Using non-speech sound to overcome information overload,"

Displays, vol. 17, pp. 179-189, 1997.

[3] I. Oakley, M. R. McGee, S. Brewster, and P. Gray, "Putting the feel in’look and feel ‘," Proceedings of the SIGCHI conference on Human factors in computing systems, pp. 415-422, 2000.

[4] M. L. Brown, S. L. Newsome, and E. P. Glinert, "An experiment into the use of auditory cues to reduce visual workload," Proceedings of the SIGCHI

conference on Human factors in computing systems: Wings for the mind, pp.

339-346, 1989.

[5] S. Oviatt, "Multimodal Interfaces," The Human-Computer Interaction

Handbook: Fundamentals, Evolving Technologies, and Emerging Applications, 2003.

[6] N. B. Sarter, "Multimodal information presentation: Design guidance and

research challenges," International Journal of Industrial Ergonomics, vol. 36, pp.

439-445, 2006.

[7] L. A. Annetta and S. Holmes, "Creating Presence and Community in a Synchronous Virtual Learning Environment Using Avatars," International journal of instructional technology and distance learning, vol. 3, pp. 27-43, 2006.

[8] A. L. Baylor, "The impact of three pedagogical agent roles," Proceedings of Autonomous Agents & Multi-Agent Systems Conference, pp. 928-929, 2003.

[9] T. L. Bonebright, M. A. Nees, T. T. Connerley, and G. R. McCain, "Testing the effectiveness of sonified graphs for education: A programmatic research

project," International Conference on Auditory Display, Espoo, Finland, 2001.

[10] J. Holmes, "Designing agents to support learning by explaining," Computers &

Education, vol. 48, pp. 523-547, 2007.

[11] D. Rigas and D. Hopwood, "The Role of Multimedia in Interfaces for On-Line Learning," 9th Panhellenic Conference on Informatics (PCI'2003). ,

Thessaloniki, Greece, 2003.

[12] G. Theonas, D. Hobbs, and D. Rigas, "Employing Virtual Lecturers’ Facial Expressions in Virtual Educational Environments," International Journal of Virtual Reality, vol. 7, pp. 31-44, 2008.

[13] R. Upson, "Educational sonification exercises: Pathways for mathematics and musical achievement," International Conference on Auditory Display, Kyoto, Japan, 2002.

[14] G. Shaw and N. Marlow, "The role of student learning styles, gender, attitudes and perceptions on information and communication technology assisted learning," Computers & Education, vol. 33, pp. 223-234, 1999.

[15] D. Steinman, "Educational experiences and the online student," TechTrends, vol.

51, pp. 46-52, 2007.

182 [16] G. E. Tudor, "Teaching Introductory Statistics Online–Satisfying the Students,"

Journal of Statistics Education, vol. 14, 2006.

[17] G. Morgan, "Thirteen'must ask' questions about e-learning products and services," The learning organization, vol. 8, pp. 203-211, 2001.

[18] D. Wong, "A Critical Literature Review on e-Learning Limitations," School of Management and Information Technology, UCSI, pp. 55-62, 2007.

[19] IDC, http://www.idc.com. Cited in P. Dunn, "Has e-learning truly arrived in Europe?", Training Journal, Fenman Limited, UK, 2001. Available

from: http://e-learningzone.co.uk/feature3.html.

[20] D. Asirvatham, "Borderless Education through E-Learning," presented at MAPCU National Higher Education Conference, Petaling Jaya, LA1238 MNHEC, 2003. Available from:

https://mmlscyber.mmu.edu.my/articles/article2.html.

[21] T. Clarke and A. Hermens, "Corporate developments and strategic alliances in e-learning," Education+ Training, vol. 43, pp. 256-267, 2001.

[22] S. Alexander, "E-learning developments and experiences," Education and Training, vol. 43, pp. 240-248, 2001.

[23] U. Bleimann, "Atlantis University: a new pedagogical approach beyond e-learning," Campus-Wide Information Systems, vol. 21, pp. 191-195, 2004.

[24] I. Roffe, "E-learning: engagement, enhancement and execution," Quality Assurance in Education, vol. 10, pp. 40-50, 2002.

[25] S. Sambrook, "E-learning in small organisations," Education+ Training, vol. 45, pp. 506-516, 2003.

[26] T. L. Wentling, C. Waight, J. Gallaher, J. La Fleur, C. Wang, and A. Kanfer, "E-learning-A review of literature," Knowledge and Learning Systems Group, University of Illinois at Urbana-Champaign learning. ncsa. uiuc.

edu/papers/elearnlit. pdf, 2000.

[27] R. H. Wild, K. A. Griggs, and T. Downing, "A framework for e-learning as a tool for knowledge management," Industrial Management and Data Systems, vol. 102, pp. 371-380, 2002.

[28] T. Govindasamy, "Successful implementation of e-Learning Pedagogical considerations," The Internet and Higher Education, vol. 4, pp. 287-299, 2001.

[29] F. Mikic and L. Anido, "Towards a Standard for Mobile E-Learning,"

International Conference on Systems and International Conference on Mobile Communications and Learning Technologies, 2006. ICN/ICONS/MCL 2006.

International Conference on Networking, pp. 217-222, 2006.

[30] D. Yu, W. Zhang, and X. Chen, "New Generation of E-Learning Technologies,"

Proceedings of the First International Multi-Symposiums on Computer and Computational Sciences (IMSCCS'06), 2006.

[31] A. A. Hamid, "e-Learning is it the “e” or the learning that matters?," The Internet and Higher Education, vol. 4, pp. 311-316, 2001.

[32] M. J. Rosenberg, E-learning-strategies for delivering knowledge in the digital age: McGraw-Hill, 2001.

183 [33] A. P. Correia and P. Dias, "Criteria for evaluating learning web sites: how does

this impact the design of e-learning," Actas da II Conferência Internacional de Tecnologias da Informação e Comunicação na Educação: Desafios Challenges, pp. 521-528, 2001.

[34] A. M. Spalter, R. M. Simpson, M. Legrand, and S. Taichi, "Considering a full range of teaching techniques for use in interactive educational software: a practical guide and brainstorming session," Frontiers in Education Conference, 2000. FIE 2000. 30th Annual, vol. 2, 2000.

[35] K. DelVecchio and M. Loughney, "Advantages and Disadvantages of E-Learning," E-Learning Concepts and Techniques, E-Book, pp. 5-6, 2006.

[36] T. A. Urdan and C. C. Weggen, "Corporate e-learning: Exploring a new frontier," San Francisco: WR Hambrecht, 2000.

[37] G. Russell and B. Holkner, "Virtual schools," Futures, vol. 32, pp. 887-897, 2000.

[38] L. Brady, "Fault lines in the terrain of distance education," Computers and Composition, vol. 18, pp. 347-358, 2001.

[39] G. Homan and A. Macpherson, "E-learning in the corporate university," Journal of European Industrial Training, vol. 29, pp. 75-90, 2005.

[40] K. O’Regan, "Emotion and e-learning," Journal of Asynchronous learning networks, vol. 7, pp. 78-92, 2003.

[41] A. P. Rovai and H. M. Jordan, "Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses,"

International Review of Research in Open and Distance Learning, vol. 5, pp. 1-13, 2004.

[42] K. A. Meyer, "Face-to-face versus threaded discussions: The role of time and higher-order thinking," Journal of Asynchronous Learning Networks, vol. 7, pp.

55-65, 2003.

[43] K. M. Kapp, "E-learning basics: essay: The e-learning market: it's about the learner, not the instructor!," eLearn, vol. 2003, 2003.

[44] J. R. Evans and I. M. Haase, "Online business education in the twenty-first century: An analysis of potential target markets," Internet Research: Electronic Networking Applications and Policy, vol. 11, pp. 246-260, 2001.

[45] H. Tabbers, L. Kester, H. Hummel, and R. Nadolski, "Interface design for digital courses," pp. In W. Jochems, J. van Merriënboer, & R. Koper (Eds). Integrated e-learning: implications for pedagogy, technology & organisation (pp. 100-111).

London: Routledge Farmer, 2005.

[46] T. Mayes and S. de Freitas, "Review of e-learning theories, frameworks and models," Commissioned review report as part of the JISC-funded e-pedagogy desk study on e-learning models Retrieved April 25th, 2007.

[47] M. Frank, G. Kurtz, and N. Levin, "Implications of presenting pre-university courses using the blended e-learning approach," Educational Technology &

Society, vol. 5, pp. 1-16, 2002.

[48] P. Henry, "E-learning technology, content and services," Education+ Training, vol. 43, pp. 249-255, 2001.