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首页> 外文期刊>Interactive Technology and Smart Education >Learning management systems: ICT skills, usability and learnability
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Learning management systems: ICT skills, usability and learnability

机译：学习管理系统：ICT技能，可用性和可学习性

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Purpose – The purpose of this paper is to investigate the implications of usability and learnability in learning management systems (LMS) by considering the experiences of information and communications technology (ICT) experts and non-experts in using the LMS of an open-distance university. Design/methodology/approach – The paper uses task-based usability testing augmented by eye tracking, post-test questionnaires and interviews; and data captured by video recordings, eye tracking, post-test questionnaires and interviews. Findings – Usability is critical in LMS where students’ ICT skills vary. The learnability of the LMS was high and providing assistance for first-time users to get past the critical errors, rather than redesigning systems to accommodate low ICT skills, should be considered. Designing an LMS for novices may lead to a less efficient design for regular users. Research limitations/implications – Usability testing is limited to the LMS of one open-distance university. ICT skills are identified as a determinant of LMS usability. Practical implications – This paper highlights the effect of ICT skills on the usability of LMSs and eventually learning. ICT skills may be an important factor in inhibiting the learning of students from developing communities. If ICT literacy is not recognised and dealt with, the lack of ICT skills may undermine the efforts to use e-learning in bridging the digital divide. Originality/value – The effect of ICT skills on the usability of LMSs has not been researched in the context of distance education.
机译：目的–本文的目的是通过考虑开放式大学LMS中信息和通信技术（ICT）专家和非专家的经验，研究可用性和可学习性对学习管理系统（LMS）的影响。 。设计/方法/方法–本文使用基于任务的可用性测试，并通过眼动追踪，测试后调查表和访谈进行了补充；以及通过录像，眼动追踪，测试后问卷和访谈所捕获的数据。研究结果–在学生的ICT技能各不相同的LMS中，可用性至关重要。 LMS的易学性很高，应该考虑为首次使用的用户提供帮助，以克服严重的错误，而不是重新设计系统以适应低ICT技能。为新手设计LMS可能会导致普通用户的设计效率降低。研究限制/意义–可用性测试仅限于一所远程大学的LMS。信通技术技能被确定为LMS可用性的决定因素。实际意义–本文重点介绍了ICT技能对LMS可用性和最终学习的影响。信息通信技术技能可能是阻碍发展中社区学生学习的重要因素。如果不承认和处理ICT素养问题，则缺乏ICT技能可能会破坏利用电子学习弥合数字鸿沟的努力。原创性/价值–在远程教育的背景下，尚未研究ICT技能对LMS可用性的影响。

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