Applying controlled usability-testing technology to investigate learning behaviours of users interacting with e-learning tutorials

Abstract

The purpose of this paper is to suggest innovative ways of using the facilities in usability-testing laboratories to find out more about the learning processes and behaviours of users interacting with e-learning applications. The applications investigated in this study are tutorials that present cognitive subject matter. Three added-value techniques are described, namely: visualisation of how time is distributed in the learning process; verbalisation by participants, particularly co-participants; and methods of error analysis, drawing a distinction between usability errors and cognitive errors. The proposals are illustrated by data from three studies of interactive e-learning tutorials, studies which demonstrate the techniques and show their value in providing finegrained details of the learning experiences. A notable finding is that different users learn from the software in very different ways. The research mechanisms are transferable to other domains.