文章基本信息

标题：Defining the Visual Complexity of Learning Management Systems Using Image Metrics and Subjective Ratings
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作者：Brenda M. Stoesz ; Mehdi Niknam ; Jessica Sutton 等
期刊名称：Canadian Journal of Educational Communication
印刷版ISSN：1499-6677
出版年度：2020
卷号：46
期号：2
页码：1-21
DOI：10.21432/cjlt27899
出版社：Canadian Network for Innovation in Education
摘要：Research has demonstrated that students’ learning outcomes and motivation to learn are influenced by the visual design of learning technologies (e.g., learning management systems or LMS). One aspect of LMS design that has not been thoroughly investigated is visual complexity. In two experiments, postsecondary students rated the visual complexity of images of LMS after exposure durations of 50-500 ms. Perceptions of complexity were positively correlated across timed conditions and working memory capacity was associated with complexity ratings. Low-level image metrics were also found to predict perceptions of the LMS complexity. Results demonstrate the importance of the visual complexity of learning technologies and suggest that additional research on the impact of LMS design on learning outcomes is warranted.
关键词：eye tracking;learning management system;user interface design;visual complexity;visual perception