Usability Analysis of Learning Environments — Needs and Realities

Abstract

This paper addresses the question of whether the application of principles and methods of usability analysis can benefit the design of learning environments, and can thereby benefit student learning. The application of principles and practices of usability and ergonomic analysis have achieved proven success in improving performance of many sociotechnical systems areas. However, the benefits that the application of HF/E science might bring to promoting educational system and student learning performance have yet to be widely recognized. On the assumption that such recognition may someday be realized, an analysis is offered of the comparative advantages and disadvantages of ergonomic program intervention, versus usability analysis, for purposes of improving the design quality of K–12 learning environments. Usability analysis may provide benefits in terms of flexibility of application, ease of implementation, and student learning gains. The true test of applying HF/E science as a meaningful strategy to benefit education and learning rests upon: (1) establishing that the role of task and environmental design in learning has relevance to educational psychology; and (2) promoting recognition and acceptance of HF/E, in a systematic and comprehensive manner, by the educational community.