Web-Based Distance Learning Technology: Does Appearance Matter?

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.

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