The Impact of Visual Complexity on Children's Learning Websites in Relation to Aesthetic Preference and Learning Motivation

Abstract

Websites in addition to being usable must also be pleasurable to look at. However, although much research has been conducted into usability, subjective issues have been far less explored. The purpose of this research is to look at the relationship between visual complexity, aesthetics, and learning motivation in children’s learning websites. An experiment was set up that involved 132 11-12 year-old children using homepages taken from Websites designed for children as test materials. In the experiment, the children were randomly assigned into 3 groups and given a different visual complexity Website according to their group. The Websites given were: homepage with a low degree of visual complexity; homepage with a moderate degree of visual complexity; and homepage with a high degree of visual complexity. This study is guided by Berlyne’s experimental theory, which suggests that there is an inverted-U shaped relationship between preference for a stimulus and its complexity. The study applies his theory and aims to understand the relationship between visual complexity, aesthetic preference, and learning motivation. The findings show that children prefer aesthetics of a medium level of perceived complexity, supporting Berlyne’s theory. It also shows that children’s aesthetic preferences and learning motivation are correlated. The findings have implications for Web designers working on children’s Websites as they suggest that by manipulating visual complexity viewing pleasure can be enhanced or depreciated.