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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/31309

    Title: 網路教學平臺使用者介面評估指標發展之研究
    Other Titles: A study of developing user interface design assessment indicators for learning managerment ststem
    Authors: 劉岳旻;Liu, Yueh-min
    Contributors: 淡江大學教育科技學系碩士班
    顧大維;Ku, David Ta-wei
    Keywords: 網路教學平台;網路教學;使用者介面;web-based instruction platform;web-based teaching;user interfacer
    Date: 2008
    Issue Date: 2010-01-11 00:31:12 (UTC+8)
    Abstract: 近年來各大學開始盛行使用網路教學平台,教學平台成為網路教學及輔助傳統學習
    Recently, LMS (Learning Management System) is getting popular in Higher education. It has also become an important tool for web-based learning and supporting traditional classroom instruction. Even through, the researches of interface design have developed vigorously, it is still lacking of studies and theories support on the interface design of LMS. Obviously, without proper interface design, LMS could not only cause problems to use, but it could also decrease the effects of learning.
    Therefore, the current study focused on the interface design principles of the LMS. In addition, an interface design assessment indicator for LMS has been developed. In the literature review, the definition of web-based instruction, the characteristic of web-based instruction and function structure of LMS have used as the three major scopes to analyze and induce five interface design principles for LMS such as cognitive, control, sensory, function and preventing technological barriers. According to the five interface design principles, a four (platform management, learning management, learning activities and learning assistance) dimensional LMS interface design assessment indicator has been developed.
    In order to ensure the feasibility and validity of the LMS interface design assessment indictor, three stages of examination have been conducted. 1. Questionnaire: the initial LMS interface design assessment indictor has been sent to three interface design experts to check the accuracy of the content; 2. LMS system developer: three LMS system developers have been provided the modified indicator for their design to investigate the feasibility of the “indicator”; 3. focus group interview: the three LMS system developers have also been invited to the focus group interview to in-depth provide their ideas and critiques. As the results, in input of experts enhanced the theoretical supports and system developers provided the real world experiences and ideas of modification. Hopefully, the LMS interface design assessment indictor is able to provide a solid foundation for LMS interface designers and system developers to design good interactive and usable interface on LMS to enhance instruction and learning.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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