Usability, Memory and Learning Applied to Intranet Design
J M Noyes, J.Noyes@bristol.ac.uk
S J Anderson
K J Garland
Department of Experimental Psychology, University of Bristol, UK.
The fast developing Internet has the potential to provide a unique environment for teaching and learning. Its use as a tool in education is expanding rapidly as academic institutions and other organisations develop and implement their own Intranet systems.
At Bristol, we are currently carrying out a series of studies to evaluate Intranets from both educational and usability perspectives. Evaluations combining both of these aspects appear to have been somewhat neglected, if our recent citation searches are truly indicative of the current state of research.
A preliminary study has just been completed. This compared levels of memory and learning, over four test sessions, for three separate conditions. Group 1 was provided with printed study material, while group 2 had a direct computer replication of the same material. The third group received the same course material, but this time it was presented via an ergonomically designed Intranet facility.
Results showed that the amount of knowledge acquired by the end of the study was greatest for those who learnt using traditional printed presentational methods, and over the four test sessions this group consistently outperformed both computer and Intranet groups. Moreover, we found the way in which knowledge was obtained was qualitatively different between the printed and computer groups versus the Intranet group. This was indicated by subjective responses from participants, which noted whether answers were 'known' [a spontaneous awareness] or 'remembered' [visually recollected]. The Intranet group exhibited more 'remember' responses, which in relation to previous memory awareness research, carried out by colleagues at Bristol, has important implications for the quality and durability of learning.
The traditional method of presenting material to be learnt via printed text appears to create a higher level of learning than that achieved by text on a standard computer screen, or via an Intranet facility. Learning was achieved in both computer-based groups, but it would appear that design features and their usability are influential in determining the extent of that learning. In this study, usability was measured using an adjusted version of Brooke's 'system usability scale', in five response choice, questionnaire format. It could be argued that lack of practice for both computer groups could be a factor leading to the lower levels of correct responses. However, the operational requirements to allow both computer-based groups to study were quickly and easily mastered. Furthermore, responses to a usability questionnaire indicated that the users themselves agreed that they were not only comfortable using the systems, but that the systems were easy to use. Hence, the relationship between usability, memory and learning is by no means straightforward, rather it depends on a complex interaction of numerous variables.
It is clear that further investigation is required to determine what factors lead to high quality learning through Intranet courses. The access to vast amounts of information available within the Internet cannot be deemed a fair trade off against a lower level of learning, but must be harnessed to add to the undoubted potential of learning through Intranet facilities.
We would be very interested to hear of any research or any comment relating to interface design and learning, within this context.
© Internet Technical Group
Last update: September 8, 1998
URL: http://www.sandia.gov/itg/newsletter/sep98/intranet_design.html
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