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|
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
Columbia University, New York, USA
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