Authors:
Gilbert Drzyzga
and
Thorleif Harder
Affiliation:
Institute of Interactive Systems, Technische Hochschule Lübeck, Germany
Keyword(s):
Student-centered Design, Design Process, Gestalt Laws, Interaction Principles, Usability, User Experience.
Abstract:
Students in online degree programs have a higher risk of dropping out (Diaz, 2002; Beard and Harper, 2002;
Baker et al., 2015). The use of learning support tools such as learner dashboards (LD) can promote self-regulated learning, which can have a positive impact on student learning (Jivet et al., 2018; Konert et al.,
2016). This paper presents a three-stage design study and shows how the layout of the proposed LD was
implemented from the initial digital design to a low-fidelity prototype. First, the developed wireframes were
checked for consistency with respect to the Gestalt laws (Wertheimer, 1922). From the resulting wirefame
design, a clickable low-fidelity prototype was developed. In the second step, this interactive prototype was
reviewed by students (n=24) respect to the seven interaction principles (DIN EN ISO 9241-110, 2020). In
the third step, the revised prototype was subjected to an eye-tracking procedure using the Thinking Aloud
technique (n=10). The results so f
ar show that the LD should be presented at a reduced information level during
initial access, but that this level can be supplemented by additional elements if necessary. The navigation
hierarchy should be kept flat and the information should be easy to understand.
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