Learnability Of System Research Articles

Evaluating artificial intelligence's role in lung nodule diagnostics: A survey of radiologists in two pilot tertiary hospitals in China.

This study assesses the perceptions and attitudes of Chinese radiologists concerning the application of artificial intelligence (AI) in the diagnosis of lung nodules. An anonymous questionnaire, consisting of 26 questions addressing the usability of AI systems and comprehensive evaluation of AI technology, was distributed to all radiologists affiliated with Beijing Anzhen Hospital and Beijing Tsinghua Changgung Hospital. The data collection was conducted between July 19, and 21, 2023. Of the 90 respondents, the majority favored the AI system's convenience and usability, reflected in "good" system usability scale (SUS) scores (Mean ± standard deviation [SD]: 74.3 ± 11.9). General usability was similarly well-received (Mean ± SD: 76.0 ± 11.5), while learnability was rated as "acceptable" (Mean ± SD: 67.5 ± 26.4). Most radiologists noted increased work efficiency (Mean Likert scale score: 4.6 ± 0.6) and diagnostic accuracy (Mean Likert scale score: 4.2 ± 0.8) with the AI system. Views on AI's future impact on radiology careers varied (Mean ± SD: 3.2 ± 1.4), with a consensus that AI is unlikely to replace radiologists entirely in the foreseeable future (Mean ± SD: 2.5 ± 1.1). Radiologists at two leading Beijing hospitals generally perceive the AI-assisted lung nodule diagnostic system positively, citing its user-friendliness and effectiveness. However, the system's learnability requires enhancement. While AI is seen as beneficial for work efficiency and diagnostic accuracy, its long-term career implications remain a topic of debate.

A Technology-Acceptance-Model-Based Study of the Attitudes Towards Learning Management Systems Among Teachers During the COVID-19 Pandemic

There is an emergent need to examine teachers' acceptance of distance education through LMS during emergencies to leverage online teaching and learning to enhance teachers' future readiness for digital transformation in education. This study explores Saudi teachers' perceptions of Madrasati (national e-learning system). It investigates its ease of use, usefulness, behavioural intention to use the system, and its actual use in association with external factors from teachers' perspective to identify the platform's most supportive elements during remote online teaching due to the COVID-19 pandemic. The findings from 197 participants show that teachers positively perceived Madrasati regarding the system's external variables, including content quality, teaching support, visual design, system navigation features, ease of access, system interactivity, and instructional assessment tools, and they positively perceived the system's learnability.

Exploring usability principles for educational online courses: a case study on an open platform for online education

This article delves into the crucial issue of effectively implementing usability principles in educational internet resources. By engaging with the latest research in the field, we investigate the influential factors shaping the outcomes of online education. Through a comprehensive analysis, we identify and examine six well-established criteria of usability design: Information Quality, System Navigation, System Learnability, Visual Design, Instructional Assessment, and System Interactivity. Additionally, we propose the existence of a seventh criterion termed Responsiveness.To shed light on the practical application of usability principles, we focus on the open platform "Higher School Mathematics Teacher" as a case study. Through a survey administered to 203 respondents, comprising both teachers and students, we sought to gather their valuable perspectives as the initial users of the platform. The insights gained from this study provide guidance for the implementation of usability criteria on the platform, particularly during the development of online courses.The findings strongly suggest that all seven subcategories of usability are pivotal in the design of online courses on the platform. This research contributes to the ongoing discourse on usability implementation in educational technology, offering valuable insights for developers, educators, and researchers alike. By recognizing the significance of these criteria, educational internet resources can be enhanced to create more engaging, accessible, and effective learning environments.

User-centered design and development of TWIN-Acta: A novel control suite of the TWIN lower limb exoskeleton for the rehabilitation of persons post-stroke.

Difficulties faced while walking are common symptoms after stroke, significantly reducing the quality of life. Walking recovery is therefore one of the main priorities of rehabilitation. Wearable powered exoskeletons have been developed to provide lower limb assistance and enable training for persons with gait impairments by using typical physiological movement patterns. Exoskeletons were originally designed for individuals without any walking capacities, such as subjects with complete spinal cord injuries. Recent systematic reviews suggested that lower limb exoskeletons could be valid tools to restore independent walking in subjects with residual motor function, such as persons post-stroke. To ensure that devices meet end-user needs, it is important to understand and incorporate their perspectives. However, only a limited number of studies have followed such an approach in the post-stroke population. The aim of the study was to identify the end-users needs and to develop a user-centered-based control system for the TWIN lower limb exoskeleton to provide post-stroke rehabilitation. We thus describe the development and validation, by clinical experts, of TWIN-Acta: a novel control suite for TWIN, specifically designed for persons post-stroke. We detailed the conceived control strategy and developmental phases, and reported evaluation sessions performed on healthy clinical experts and people post-stroke to evaluate TWIN-Acta usability, acceptability, and barriers to usage. At each developmental stage, the clinical experts received a one-day training on the TWIN exoskeleton equipped with the TWIN-Acta control suite. Data on usability, acceptability, and limitations to system usage were collected through questionnaires and semi-structured interviews. The system received overall good usability and acceptability ratings and resulted in a well-conceived and safe approach. All experts gave excellent ratings regarding the possibility of modulating the assistance provided by the exoskeleton during the movement execution and concluded that the TWIN-Acta would be useful in gait rehabilitation for persons post-stroke. The main limit was the low level of system learnability, attributable to the short-time of usage. This issue can be minimized with prolonged training and must be taken into consideration when planning rehabilitation. This study showed the potential of the novel control suite TWIN-Acta for gait rehabilitation and efficacy studies are the next step in its evaluation process.

Slow and Steady: Examining the impact of hands-on instructions on learnability of a training simulator to enhance development of core skills in Central Venous Catheterization.

Instructional design is the theory surrounding how learners perceive information and is prevalent in simulation-based medical education. Simulation is used for a variety of medical procedures including central venous catheterization (CVC). The dynamic haptic robotic trainer (DHRT) is a CVC teaching simulator developed to specifically focus on training the needle insertion portion of CVC. While the DHRT has been validated to teach CVC as well as other training methods, an opportunity was seen to redesign the instructions of the DHRT to increase the learnability of the system. A hands-on instructional walkthrough was designed. A group trained with the hands-on instructions was compared to a previous group to assess initial insertion performance. Results indicate that changing the instructional method to be hands-on may have an impact on system learnability and help reinforce development of core components of CVC.

Usability analysis of on-line educational courses on the platform “Higher school mathematics teacher”

The article addresses the issue of implementing the usability principles of educational internet resources. The paper debates the latest researches on the question concerning the search for the factors that influence the results of online education. The analysis, which we carried out, allowed us to focus on such known six criteria of usability design as Information Quality, System Navigation, System Learnability, Visual Design, Instructional Assessment, and System Interactivity and suggest the existence of the seventh criterion named Responsiveness. The research considers the principles of usability implementation following the example of the open platform of online education “Higher School Mathematics Teacher”. The answers given by 203 respondents during the survey allowed defining the direction of implementing the usability criteria on the platform. We were eager to know the opinion of teachers and students, who became the first users of the platform. The article discusses the criteria implementation while developing online courses on the platform. There was ground to conclude that when designing on-line platform courses, all seven usability subcategories are important.

The Effects of UTAUT and Usability Qualities on Students’ Use of Learning Management Systems in Saudi Tertiary Education

Aim/Purpose: This study proposes a theoretical framework that amalgamates Unified Theory of Acceptance and Use of Technology (UTAUT) variables with usability metrics to investigate the impact on students’ intention and use of the Learning Management System (LMS) in Saudi higher education. Background: There is a dearth of academic research on Saudi higher education to examine the effects of usability factors on students use of LMSs, so significant issues have not yet been examined. Methodology: Based on survey data from 605 respondents, the Partial Least Squares Structural Equation Modelling (PLS-SEM) technique was employed to assess the model. Contribution: The findings of the study may help colleges and universities to gain insights into the best way to promote e-learning system perceived usefulness and acceptance among students. Findings: The results confirmed that the UTAUT parameters are valid and robust in the context of LMS in Saudi Arabia. The dimension of social influence emerged to significantly influence the students’ intention and usage behaviour. The performance expectancy was affected by information quality and the system interactivity whereas the effort expectancy was influenced by system navigation, system learnability, and instructional assessment. The usability feature of interactivity was also demonstrated to influence students’ willingness to use the system. Recommendations for Practitioners: University policymakers are expected to benefit from this research for e-learning system acceptance in an academic setting and eliminate any impediments to its implementation. University students will be able to identify the factors and motivations driving their adoption of the system. In particular, usability, social, and organisational factors that affect their use of an e-learning system would be better understood. Recommendation for Researchers: The study should aid the research community in technology acceptance and usability studies to determine the students’ perceptions and experiences towards e-learning usability, social, and organisational factors that influence their acceptance, specifically in a Saudi context where students have unique psychological and social characteristics. Administrators and designers could also better understand areas of improvement for usability issues and develop design solutions based on the findings of this study. Impact on Society: The suggestions have been offered in order to accelerate and increase the use of e-learning services in Saudi higher education. System designers and administrators should have a better insight into the user interface design, considering system-independent metrics that could enhance user acceptance of e-learning systems. Future Research: The study focused on the students’ perspective, a natural progression of this work is to involve other e-learning stakeholders (teachers and administrators). This could enrich the research by providing a better understanding of undisclosed issues, offering different views about the implementation and use of an e-learning system in Saudi Arabia.

Assessing the Relative Importance of an E-learning system’s Usability Design Characteristics Based on Students' Preferences

<p style="text-align:justify">This study considers the interaction between an e-learning system, the Blackboard system, and the students who use it in Saudi Arabia. While previous work exists, there is limited consideration of the assessment of the preferences of e-learning system usability variables based on students’ perspectives, especially in developing countries such as Saudi Arabia. This paper attempts to fill the gap by investigating the relative importance of the design criteria developed for e-learning system usability evaluation from the students’ perspective in Saudi tertiary education. Based on reviewed literature, a set of usability principles was developed that have had an influence in the students’ learning process and use of the e-learning system. The list includes system navigation, system learnability, visual design, information quality, instructional assessment and system interactivity. An exploratory study was carried out to identify the most important usability design characteristics from a student’s perspective and then evaluate the overall usability of the current e-learning system, based on this subset. A quantitative approach was adopted to weigh usability design characteristics, based on 181 learners’ perceptions. The sample consists of undergraduates who are users of a web-based e-learning system in a university in Saudi Arabia. The research instrument was tested for construct validity and reliability. The analysed results have shown that information quality is the most important dimension followed by the navigation of the e-learning system. The study has also revealed that the system learnability and visual design came third and fourth in order of importance of e-learning system usability assessment. Finally, the least important design categories that influenced the e-learning system usability assessment were instructional assessment and system interactivity. The empirical results of this study may help to provide insights for designers and evaluators leading to a more effective approach to improve the usability and uptake of the e-learning system.</p>

Extending the Technology Acceptance Model to Understand Students’ Use of Learning Management Systems in Saudi Higher Education

Although learning management systems (LMS) have been widely adopted by higher educational institutions in many countries, they are considered an emerging technology in Saudi Arabia. Furthermore, research has demonstrated that the students’ use of them is not always satisfactory. This quantitative study investigated the factors that affect the students use of LMS in higher education by extending the technology acceptance model (TAM) and adapting eight external variables. Based on the probability multi-stage cluster sampling technique, online surveys were sent by email to 2000 students registered in three public universities in Saudi Arabia. 851 responses were submitted by participants, and 833 responses were used for data analysis. Using Partial Least Squares Structural Equations Modeling (PLS-SEM), the results revealed that perceived ease of use is affected by six factors (content quality, system navigation, ease of access, system interactivity, instructional assessment and system learnability). The findings confirmed that perceived usefulness has five determinants (content quality, learning support, system interactivity, instructional assessment and perceived ease of use). This research is relevant to researchers, decision makers and e-learning systems designers working to enhance students’ use of e-learning systems in higher education, in particular where there is not yet widespread adoption.

Successful and Proactive e-learning Environment Fostered by Teachers’ Motivation in Technology Use

This paper emphasizes the problems in e-learning environments with special focus on professors’ role in providing quality of learning outcomes. Furthermore, we focus on professor level of information literacy and its role and importance in providing learnability of system and proactivity of students. In student centred learning environments we need to provide the same level of conditions needed in achieving learning outcomes. Therefore we analyse predictors that mediators in e-learning process (teachers) need to provide in order to create, evaluate, disseminate and distribute learning materials and instructions. In this paper we analyse an e-learning system with 3636 users and 238 courses on a higher education level (professional graduate and undergraduate study). Over the past nine years we have reached high level of e-learning technology use but still facing with students’ dissatisfaction and lack of motivation stemmed by quantity and quality of course contents. In previous papers we have written about the conducted research on student information literacy tested on the Moodle platform in two higher educational institutions in Croatia. In these papers and other relevant research we have noticed student dissatisfaction with e-learning moderators (teachers). Moreover, in annual quality assurance questionnaires students recognized the same problem; namely, most of the teachers do not provide the expected level of information competences related to the course content needs. The students pointed out that their motivation is in correlation with teacher motivation and their contribution to the e-learning class and using technology in general. Our analyses show that more than 2/3 of teachers do not update their class with new information about the field they teach and ignore student interests in an e-learning process. In this paper we analyse predictors to problems with mediators and their perception of lifelong learning importance and their teaching approach to digital natives in the web 2.0 environments.

Analyses of user rationality and system learnability: performing task variants in user tests

No systematic empirical study on investigating the effects of performing task variants on user cognitive strategy and behaviour in usability tests and on learnability of the system being tested has been documented in the literature. The current use-inspired basic research work aims to identify the underlying cognitive mechanisms and the practical implications of this specific endeavour. The focus of our work was to assess user rationality and system learnability. The software application tested was a multilingual learning resource repository. Eleven German and eleven Slovenian participants were involved in two user tests (UTs). Usability problems (UPs) identified in two quasi-isomorphic tasks were categorized with respect to a scheme of associated skills. Actions of the two tasks of each of the 22 users were segmented and coded according to a scheme of cognitive activities. Results showed that generally the users adopted different strategies for working out the given task and its variant, and that the system could be proved learnable. User Rational Action Model and implications for future research on user tests are inferred.