Cognitive-ergonomics and instructional aspects of e-learning courses.
This paper presents an analysis of cognitive-ergonomic aspects of e-learning courses, offered by an organism from Brazilian Public Administration. The Cognitive Ergonomic studies conductive and cognitive aspects concerning to the relation between human, physics elements and social elements of the work space. From that usability aspects were evaluated by these points: i) visualization; ii) text comprehension lecture; iii) memory; iv) interface; v) instructional design; and vi) attention and learning. That survey is characterized as having been applied using the following techniques: (1) bibliographic survey, (2) field survey and (3) analysis of the documents. It was chosen the semi-structured questionnaire as the main method of data collection. About the interacting with artifacts, the interface of the courses is classified as direct engagement, because it allows the user to get the feeling that acts directly on the objects. Although the courses are well-structured they have flaws that will be discussed below. Even with these problems, the courses have a good degree of usability.
Universidade de Brasília, Faculdade de Tecnologia, Núcleo de Engenharia de Produção, Campus Darcy Ribeiro, Brasília-DF, Brasil. marthaveras@unb.br
Martha
M
Rodrigues
Iana
I
Castello Branco
José
J
Shimioshi
Evaldo
E
Rodrigues
Simone
S
Monteiro
Marcelo
M
Quirino
D001288:Attention; D001938:Brazil; D032882:Comprehension; D003626:Data Display; D020375:Education, Distance / Q000379:methods*; D006804:Ergonomics; D006801:Humans; D007858:Learning; D013664:Teaching Materials; D014584:User-Computer Interface