Quality Facetsof a UX LMS Affective Model for the Design and Evaluation of Learning Management Systems

Azham Hussain Et.Al

doi:10.17762/turcomat.v12i3.1017

Abstract

This study looked into extant literature to elicit a mapping relationship for the affective component of Bloom’s learning taxonomy and a theoretical affective model for the design and evaluation of the affective experiences of users of and learners on learning management system (LMS) platforms. The study found that no prior affective model exists specifically for the design and evaluation of the affective experiences of LMS users. The study then mapped the affective component of the Bloom’s taxonomy of learning with the conceptual affective model and captured corresponding suitable quality facets/dimensions that influence and contribute to the model. This model is particularly appropriate for the design and evaluation of the affectivity of LMS platforms.

Highlights

A virtual learning environment (VLE) is an online learning platform that enables students to interact with their teachers, fellow students and learning contents via an interactive interface
The steps employed are as follows (Figure 1): i) download of appropriate literature materials related to the modeling of the affective model of learning management system (LMS) platforms for design and evaluation of users’ affective experiences on the platform; ii) synthesize and analyze the downloaded texts; iii) extract required information from the literature sources that pertain to the modeling of the affective experiences of LMS users; ix) conceptualize the UX affective model; v) propose the UX affective model
This paper examines prior literature to capture a mapping association between the affective component of Bloom’s taxonomy of learning and a conceptual affective model for the design and evaluation of the affective experiences of users of and learners on LMS platforms

Summary

Introduction

A virtual learning environment (VLE) is an online learning platform that enables students to interact with their teachers, fellow students and learning contents via an interactive interface. An LMS is a learning medium that is mediated by technology, the Internet It is a web-based application used to manage electronic learning, and mobile learning activities. It has the following facilities: authentication, learning, communication, collaboration, assessment and accountability (Macnaughton & Medinsky, 2015) The use of these applications have increased in institutions of higher learning as they assist instructors to design, share and deliver learning materials and supports students to individually and collaboratively learn on the platforms (Redwan et al, 2016; Van den Dool, 2019). LMS assists teachers with the management of their courses It allows for the provision of pedagogical contents, communication, collaboration, and sharing to aid learning (Septiani et al, 2017; Ouadoud, Chafiq & Chkouri, 2018). A VLE supports learners achieving their learning goals (Hussain et al, 2016a; 2016b; Hussein et al, 2019a; 2019b; Mkpojiogu et al, 2016; 2018)

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Conclusion