The Role of Affective Interface in E-learning

By Rupananda Misra and Michael J. LaVaglio.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

For the past three decades, educators, medical practitioners, corporate employees and a multitude of other professionals from various vocational persuasions have been rethinking the ways in which electronic technology constructively intersects with learning. This phenomenon, known as Electronic learning (E-learning), has the propensity of inculcating significant learning of content to its users through convenient access to material existent in a broad range of media. A fundamental aspect in the process of developing E-learning programs and environments is the design and implementation of affective user interfaces. This paper addresses several qualitative modalities of interface design as situated within the context of E-learning programs for educational, health-care, and business applications, and suggests that for user interfaces to be effective they should be designed and implemented with greater attention to the end users unique affective state, society, culture, and cognitive receptivity. We suggest that when affective interface designers and implementers consider each user’s cognitive constructions, culture, society, and affective state it will lead to the creation of a valuable e-learning environment that engenders the intellectual development of those engaging with the interface. We acknowledge that further research is required in this domain to explore the significance of how society and culture influence interface design, and subsequent material applicability, in order to more precisely measure the importance of how the two humanistic constructions influence the effectiveness of user interfaces for E-learning purposes.

Keywords: e-Learning, Affect, Affective Interface, Education, Design, User-centered Design

The International Journal of Learning, Volume 18, Issue 12, pp.215-224. Article: Print (Spiral Bound). Article: Electronic (PDF File; 803.376KB).

Dr. Rupananda Misra

Adjunct Associate Professor, Department of Computing and Security Technology, Goodwin College, Interactive Media and Web Design, Art Institute of Philadelphia, Adjunct Faculty, Perley Isaac School of Journalism, West Virginia University, Perkasie, PA, USA

Dr. Rupananda Misra holds a masters degree in communications (focusing on Journalism) and history, and a doctoral degree in education/communication (Columbia University). Dr. Rupananda Misra’s postdoctoral training (Columbia University) focused on health Informatics/health communication. Dr. Misra has taught interactive media design for over 15 years at the Art Institute of Philadelphia, including 10 years at Drexel University in Philadelphia, and also teaches health communication courses at West Virginia University and Learning Technologies courses at Drexel University. Dr. Misra is a full-time professor at The Art Institute of Philadelphia, and was awarded the “Teaching Excellence Award” and the “Honored Faculty of the Year Award.” Dr. Misra’s postdoctoral research has focused on exploring how design principles can contribute to the efficacy of health communication across health literacy levels. Dr. Misra’s doctoral work focused on understanding design issues of government and non-government HIV/AIDS websites. From the research perspective, Dr. Misra is interested in the communicative aspect of emerging media and how it is used in education, communication, and healthcare—that is both how the media is used in representation as well as how the user assigns meaning based on its interpretation.

Michael J. LaVaglio

Columbia University, New York, USA

Michael La Vaglio is a graduate of Columbia University, New York where he earned a Master of Arts degree in social studies education. Currently, Michael teaches social studies and English literacy at Literacy Volunteers of Morris County (LVMC), a not-for-profit organization that provides one-on-one or small group tutoring in Basic Literacy and English as a Second Language to adults in Morris County, New Jersey. Michael recently earned his bachelor’s degree in History (summa cum laude, Sigma Alpha Lambda) from Montclair State University in New Jersey.


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