Designing Affective-Oriented e-Learning Courses: An Empirical Study Exploring Quantitative Relations between Usability Attributes and Motivation to Learn
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AbstractThe focus of this paper is on the design of affective-oriented e-learning courses. Educational Psychology and new developments in Human Computer Interaction stress the need for affective considerations, which are neglected in the current practice of e-learning design. In this study the main affective determinant motivation to learn is under investigation. In order to meet this objective a research framework is proposed based on multidisciplinary approach that integrates usability and pedagogical quality and an empirical study exploring quantitative relations between usability attributes and motivation to learn is described. Results provide e-learning designers with eight usability attributes that highly correlate and predict motivation to learn, a crucial affective factor for learning success.