Interaction design principles in virtual learning tool

Abstract

As e-learning methods in Universities continue to grow, it becomes significant to recognize the usability challenges that are linked with the tools like Blackboard. Blackboard is being used in Botho University, so it is essential that the usability of its userinterface is assessed. This paper presents the outcome of assessment towards adherence of Design Principles in Blackboard from the student user perspective at Botho University, Botswana. As the University is shifting from conventional teaching mode to the contemporary blended mode a slow progress in using Blackboard is observed among the learners. It is critical to increase the usability by addressing imbalances, that are observed during this study. The challenges and frustration that these user groups experience when using the Blackboard system for learning purpose cannot be ignored as it has a severe impact on the usability and user experience. Addressing this issue to have an increased effective usage can be seen as main agenda in the Learning, Teaching & Assessment Strategy (LTA) of Botho University. For this, gathering the learners’ opinion is critical to this agenda, who learn, a specific module under a programme that could be offered under any of the Faculties. The study used Blackboard as a VLE tool to get the participants’ opinion in terms of their ability to acclimatize various components in Blackboard that is related to the design principles. The study is performed by using evaluation questionnaires collected from students, who are the users of Blackboard. It is found that users are more satisfied with some more expectations concerning the tool’s usage. The study identified issue of low internet bandwidth as a primary hinderance to use Blackboard and the need for more trainings and this has been recommended to increase and enhance the accessibility and usability of the software.