COULD VISUAL INTERFACE DESIGN AFFECT THE STUDENTS' EMOTION IN WEB-BASED LEARNING APPLICATION?
Nowadays, Human Computer Interaction has broadened its focus from concentrating on usability to the issues around user experience and emotional reaction is a part of the UX. Currently, Web-based learning becomes an essential educational medium to transfer information and knowledge. However, asynchronous Web-based learning environments lack of face-to-face interaction. This scenario leads to the lack of emotional interaction in which students may feel bored, unmotivated, and might have emotional resistance toward learning. However, there is still a lack of inclusive and empirically validated theories about emotion in Web-based learning. Simultaneously, user interface design is crucial in Web-based learning since the interaction between students and learning applications occurs via interfaces. Unfortunately, little attention has been paid to design issues, which are critical factors to the success of Web-based learning. Taken together, to address these issues, the present study attempts to examine how the visual design of interface could influence students’ learning experiences, particularly emotions in the Web-based learning environment. The significance of this study is that it contributes to the advancement of HCI particularly in user interface and Web design, Web-based learning, and UX research, particularly in emotions. In the Web design perspective, the findings of the present study could provide designers with practical evidence-based user interface guidelines, particularly the association between visual interface design and emotions. This study took a quantitative research approach that involved experiments and the Self-Assessment Manikin affective pictures to collect the data. This study found that the manipulation of visual design elements could stimulate and change students’ affective states during the learning activities.
|Keywords: Human-Computer Interaction, User Experience, Emotions, Visual Interface Design;|
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