Effect of user interface on the utilization and efficacy of educational digital content among secondary schools in Kenya

Samuel Nyaga Jesse; Joseph Murithi Jesse; Alice Omariba

doi:10.31686/ijier.vol4.iss10.613

Authors

Samuel Nyaga Jesse Kenya Institute of Curriculum Development, Kenya
Joseph Murithi Jesse Presbyterian University of East Africa, Kenya
Alice Omariba Kenyatta University, Kenya

DOI:

https://doi.org/10.31686/ijier.vol4.iss10.613

Keywords:

Digital content layout, Educational digital content, Navigation tools, User interface

Abstract

The quality of educational support materials utilized in schools contributes greatly to the quality of education that is delivered during an instructional process. In recent years, there has been rapid expansion in digital content development, dissemination and access in schools. Many initiatives geared towards development and provisions of digital content to schools in Kenya have been witnessed. However, little has been done to ensure that the educational digital content design aspect such as user interface is appropriate for the instructional process. This study therefore investigated the effect of the user interface on the utilization and efficacy of educational digital content among secondary schools in Kenya. The study was guided by three specific objectives including to: analyze the layout of the various components of educational digital content in secondary schools; examine the navigational tools in the educational digital content and assess the effect of user interfaces on the utilization of educational digital content in secondary school. A descriptive survey design was used for the study which involved fifteen Economic Stimulus Programme phase 1 secondary schools in Nairobi County. Three research instruments, that is, teacher questionnaire, learners’ focus group discussion guide and digital content analysis sheet were used to collect the required data. The collected data was analyzed through descriptive statistics and presented in form of notes, tables, and figures. The study established that there were issues with interface and navigational tools in educational digital content user interface which affected content utilisation and consequently its efficacy. To address the design issues of the content, the study recommended that developers design appropriate user interfaces with adequate and standard navigational tools that will make educational digital content navigation and utilization easy for users.

Downloads

Download data is not yet available.

Author Biographies

Samuel Nyaga Jesse, Kenya Institute of Curriculum Development, Kenya

Department of Media and Extension Services, e-Learning Section
Joseph Murithi Jesse, Presbyterian University of East Africa, Kenya

Department of Education
Alice Omariba, Kenyatta University, Kenya

Department Educational Communication & Technology

References

Alfar, I. (2009). Preparation and Production of Interactive Multimedia Software, second edition. Delta Computer Technology, Tanta, Egypt.

Cast. (2012). Digital Content in the Classroom. Retrieved from http://www.cast.org/teachingeverystudent/toolkits/tk_introduction.cfm?tk_id=41.

Centre for Digital Education. (2010). Digital Content and Learning Management System platforms. Special report, issue 4.

Clark, R. E., & Craig, T. G. (1992). Research and Theory on Multi-Media Learning Effects. In M. Giardina (Ed.), Interactive multimedia learning environments: Human factors and technical considerations on design issues (pp. 19-30). New York: Springer-Verlag.

Dilanchian, N. (2012). Digital Content User Interface Inspiration: Retrieved from http://www.dilanchian.com.au/index.php/library/ip-technology/715-digital-content-user-interface-inspiration.

e.Republic. (2013). Digital Content in Education: Retrieved from http://smart.erepublic.

com/digital-content-in-education-the-wild-west#. UkVRzFNA2_I.

Fletcher, D. (1989). The Effectiveness and Cost of Interactive Videodisc Instruction. Machine-Mediated Learning, 3, 361-385.Fletcher, D. (1990). The Effectiveness and Cost of Interactive Videodisc Instruction in Defense Training and Education (IDA Paper P-2372). Alexandria, VA: Institute for Defense Analyses. DOI: https://doi.org/10.21236/ADA228387

Fowler, B. T. (1980). The Effectiveness of Computer-Controlled Videodisc-Based Training. Unpublished doctoral dissertation, University of Iowa, Iowa City.

Government of Kenya. (2008): Vision 2030.Retrieved from http://www.vision2030.go.ke/index.php/projects/economic.

Intel Corporation. (2013). Software and Digital Content; Helping students learn more quickly, broadly, and easily to prepare them for the 21st century Getting PCs. Retrieved from www.intel.com/content/dam/doc/white-paper/education.

Intel Corporation Newsroom. (2011). Intel news: Retrieved from http://newroom.intel.

Com/community/en-za.

Jisc Digital Media. (2013): Graphical User Interface Design: Developing Usable and Accessible Collections: Retrieved from http://www.jiscdigitalmedia.ac.uk/guide/graphical-user-interface-design-developing-usable-and-accessible-collection.

Kenya Institute of Education. (2011). Digitization and e-Learning Strategy. Kenya Institute of Education, Nairobi.

Mayer, R.E. & Chandler, P. (2001). When Learning is Just a Click Away: Does Simple Interaction Foster Deeper Understanding of Multimedia Message? Journal of Educational Psychology, Vol. 93. DOI: https://doi.org/10.1037/0022-0663.93.2.390

Mayer, R.E. & Sims, V.K. (1994). For whom is a Picture worth a Thousand Words? Extensions of a Dual-coding Theory of Multimedia Learning. Journal of Education psychology. DOI: https://doi.org/10.1037/0022-0663.86.3.389

Ministry of Education. (2012). Task Force on the Re-alignment of the Education Sector to the Constitution of Kenya 2010: Towards a Globally Competitive Quality Education for Sustainable Development. Nairobi, Kenya.

Najjar, L. J. (1998). Principles of Educational Multimedia User Interface Design. Human Factors, 40(2), 311-323. Retrieved from http://www.informatikdidaktik.de/HyFISCH/Multimedia/Learning/MMDesignNajjar.htm DOI: https://doi.org/10.1518/001872098779480505

Omariba, A. (2016). Teachers’ Preparedness in Integrating Information Communication Technology in Training Teachers in Public Primary Teachers Training Colleges in Central Region Kenya. Kenyatta University. Unpublished Thesis

Omariba, A.; Ondigi, S.R. & Ayot, H.O. (2015). Perspectives on Tutors’ Preparedness and Adoption of ICT In Public Teacher Training Colleges in Kenya. Journal of Education Practice 2222-1735 ISSN

Orodho, A. & Kombo, D. (2002). Research Methods. Nairobi: Kenyatta University Institute of Open Learning.

SEG Research. (2008). Understanding Multimedia Learning: Integrating Multimedia in the K-12 Classroom. Retrieved from http://54.brainpop.com/new_common_images/files/76/76426_Brainpop_white_paper_20090426.pdf.Stafford, J. Y. (1990). Effects of Active Learning with Computer-Assisted or Interactive Video Instruction. Unpublished doctoral dissertation, Wayne State University, Detroit.

Sweller J. (2005). Multimedia Learning. Implications of Cognitive Load Theory for Multimedia Learning in R.E. Mayer (Ed): The Cambridge Handbook of Multimedia. New York. Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511816819.003

Teoh, B. S. & Neo, T.K. (2007). Interactive Multimedia Learning: Students’ Attitudes and Learning Impact in an Animation Course: The Turkish Online Journal of Educational Technology, 4(3) Turkey.

University of Oregon. (2013). Digital and Social Media Communications: Retrieved fromhttp://digital.uoregon.edu/Style.

University of Southern California. (2015). Organizing Your Social Sciences Research Paper: Types of Research Designs. Retrieved from http://libguides.usc.edu/writingguide/researchdesigns.

Walker, N., Jones, J. P., & Mar, H. H. (1983). Encoding Processes and the Recall of Text. Memory and Cognition, 11, 275-282. DOI: https://doi.org/10.3758/BF03196974

Webster, S. (1995). Educational Research. Competence for Analysis and Applications, 6th edition. New Jersey: Macmillan.