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Conceptual Design Model of Instructional Interfaces: Implications for Usability Evaluation

Conceptual Design Model of Instructional Interfaces: Implications for Usability Evaluation

Abdulrauf Tosho
Copyright: © 2019 |Volume: 7 |Issue: 1 |Pages: 10
EISBN13: 9781522546030|ISSN: 2641-0923|EISSN: 2641-0931|DOI: 10.4018/IJQCSSE.2019010101
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MLA

Tosho, Abdulrauf. "Conceptual Design Model of Instructional Interfaces: Implications for Usability Evaluation." IJQCSSE vol.7, no.1 2019: pp.1-10. http://doi.org/10.4018/IJQCSSE.2019010101

APA

Tosho, A. (2019). Conceptual Design Model of Instructional Interfaces: Implications for Usability Evaluation. International Journal of Quality Control and Standards in Science and Engineering (IJQCSSE), 7(1), 1-10. http://doi.org/10.4018/IJQCSSE.2019010101

Chicago

Tosho, Abdulrauf. "Conceptual Design Model of Instructional Interfaces: Implications for Usability Evaluation," International Journal of Quality Control and Standards in Science and Engineering (IJQCSSE) 7, no.1: 1-10. http://doi.org/10.4018/IJQCSSE.2019010101

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Abstract

The study investigates the usability of the proposed model for instructional design on Courseware for Inclusive Education System (C4IES). The usability evaluation on courseware is an important constructivist instructional strategy for inclusive educational systems. The study used the comparative analysis technique to evaluate the usability level of proposed model of C4IES. Then, a field study with observation and survey approach were carried out on randomly selected students among distance learning institutes, whereby a group of students was exposed to non-interactive learning aids, whereas the other group was aided with C4IES prototype. The model has been reviewed by seven experts and validated by 202 respondents from approved distance learning through prototyping. On top of that, the findings of user experience indicated that the C4IES is able to fulfil the instructional interface needs for the non-impaired, low-visual, and hearing-challenged learners in terms of motivation in the use of courseware next time. All these findings demonstrate that the proposed model of C4IES is useful for information accessibility and contributes to the designing of instructional design.

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