Sage Journals: Discover world-class research

Abstract

This research examines the impact of several aesthetic/appearance characteristics of web-based distance learning environments on information recall and perceived content difficulty. Six webbased instructional modules were used, which consisted of fragments of different lectures, each containing a different topic and ranging between three to six minutes in length. The results show that appearance/aesthetic judgments do matter and they offer additional insights into the effectiveness of instructional methods beyond traditional performance measures. In this study the appearance/aesthetic judgments changed as participants were exposed to a series of modules over time in a way that is different from the corresponding performance changes. The integration of aesthetic/appearance judgments in the evaluation of web-based distance learning technology gives us valuable insights to deepen our understanding of what characteristics of the technology make it more appealing and successful.

Get full access to this article

View all access options for this article.

References

Allen

Bourhis

Burrell

Mabry

(2002). Comparing Student Satisfaction with Distance Education to Traditional Classrooms in Higher Education: A Meta-Analysis The American Journal of Distance Education, 16 (2), 83–97.

Heinich

Molenda

Russel

J.D.

(1982). Instructional Media and the new technologies of instruction. John Wiley and Sons.

Liu

(2003a). Engineering Aesthetics and Aesthetic Ergonomics: Theoretical Foundations and a Dual-Process Methodology Ergonomics, 46 (13/14), 1273–1292.

Liu

(2003b). The Aesthetic and the Ethic Dimensions of Human Factors and Design Ergonomics, 46 (13/14), 1293–1305.

Machtmes

Asher

(2000). A meta-analysis of the effectiveness of telecourses in distance education The American Journal of Distance Education, 14 (1), 27–46.

Mayer

(2001). Multimedia Learning. New York, NY: Cambridge University Press.

Miller

S.M.

Miller

K.L.

(2000). Theoretical and Practical Considerations in the Design of Web-Based Instruction In Abbey

(Ed.). Instructional and cognitive impacts of Web-based education. Hershey, PA: Idea Group Publishing.

Rutz

Eckart

Wade

J.E.

Maltbie

Rafter

Elkins

(2003). Student performance and acceptance of instructional technology: Comparing technology-enhanced and traditional instruction for a course in Statics. Journal of Engineering Education, 133–139.

Ryan

M. G.

(1976). The influence of teleconferencing medium and status on participants' perception of the aestheticism, evaluation, privacy, potency, and activity of the medium Human Communication Research, 2, 255–261.

Web-Based Distance Learning Technology: Does Appearance Matter?

Abstract

Get full access to this article

References