Figl, Kathrin, Derntl, Michael, Rodriguez, Manuel Caeiro, Botturi, Luca. 2010. Cognitive Effectiveness of Visual Instructional Design Languages. Journal of Visual Languages and Computing 21 (6), 359-373.


BibTeX

@ARTICLE{Figl2010,
title = {Cognitive Effectiveness of Visual Instructional Design Languages},
author = {Kathrin Figl and Michael Derntl and Manuel Caeiro Rodriguez and Luca Botturi},
year = {2010},
doi = {http://dx.doi.org/10.1016/j.jvlc.2010.08.009},
url = {http://www.sciencedirect.com/science/article/pii/S1045926X10000509},
volume = {21},
number = {6},
language = {EN},
pages = {359-373},
journal = {Journal of Visual Languages and Computing},
abstract = {The introduction of learning technologies into education is making the design of courses and instructional materials an increasingly complex task. Instructional design languages are identified as conceptual tools for achieving more standardized and, at the same time, more creative design solutions, as well as enhancing communication and transparency in the design process. In this article we discuss differences in cognitive aspects of three visual instructional design languages (E²ML, PoEML, coUML), based on user evaluation. Cognitive aspects are of relevance for learning a design language, creating models with it, and understanding models created using it. The findings should enable language constructors to improve the usability of visual instructional design languages in the future. The paper concludes with directions with regard to how future research on visual instructional design languages could strengthen their value and enhance their actual use by educators and designers by synthesizing existing efforts into a unified modeling approach for VIDLs. },
}

Abstract

The introduction of learning technologies into education is making the design of courses and instructional materials an increasingly complex task. Instructional design languages are identified as conceptual tools for achieving more standardized and, at the same time, more creative design solutions, as well as enhancing communication and transparency in the design process. In this article we discuss differences in cognitive aspects of three visual instructional design languages (E²ML, PoEML, coUML), based on user evaluation. Cognitive aspects are of relevance for learning a design language, creating models with it, and understanding models created using it. The findings should enable language constructors to improve the usability of visual instructional design languages in the future. The paper concludes with directions with regard to how future research on visual instructional design languages could strengthen their value and enhance their actual use by educators and designers by synthesizing existing efforts into a unified modeling approach for VIDLs.

Publication's profile

Status of publication Published
Affiliation WU
Type of publication Journal article
Journal Journal of Visual Languages and Computing
Citation Index SCI
Language English
Title Cognitive Effectiveness of Visual Instructional Design Languages
Volume 21
Number 6
Year 2010
Page from 359
Page to 373
Reviewed? Y
URL http://www.sciencedirect.com/science/article/pii/S1045926X10000509
DOI http://dx.doi.org/10.1016/j.jvlc.2010.08.009

Associations

People
Figl, Kathrin (Details)
External
Botturi, Luca (Switzerland)
Derntl, Michael (Austria)
Rodriguez, Manuel Caeiro (Spain)
Organization
Information Systems and New Media IN (Details)
Research areas (ÖSTAT Classification 'Statistik Austria')
1138 Information systems (Details)
1161 Human-computer interaction (Details)
2972 Usability research (Details)
5367 Management information systems (Details)
5521 Cognitive psychology (Details)
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