Najah Al-Ramahi

Bio: Najah Al-Ramahi is an academic researcher from Ajman University of Science and Technology. The author has contributed to research in topics: Educational technology & Usability. The author has an hindex of 1, co-authored 1 publications receiving 7 citations.

The perspective of students and faculty members on the efficiency and usability of e-learning course at Ajman university: A case study

Abstract: While there is much in the literature on the usability of the Course Management System (CMS) itself, there is little that looks at content of these CMS. This study aims to investigate the usability of the e-learning courses in Ajman University from the perspective of students and the faculty members. The e-learning usability evaluation questionnaire developed by Zaharias (2009) has been used as the main instrument for data collections in this study. Semi-structured interview is another instrument that has been used to investigate the e-Learning usability evaluation. This form has been used to collect the qualitative data from the faculty members. Research results revealed that the attitude of the majority respondents toward the usability of e-learning courses in Ajman University in general is strongly positive. Most of the participants in this study view the e-learning courses in Ajman university easy to use, easy to learn and have usable user interface. However, the first year students hesitate to express firm opinion about usability of e-learning courses in Ajman University. The study concludes and recommends that there is a great need to have more training for freshman students on how to use Moodle, in addition, advanced training sessions for instructors to improve their skills on how to use Moodle more effectively and utilize its all features to make more effective usage and easier ways of ongoing interaction with all students.

Teachers’ Perception towards the Use of Quizizz in the Teaching and Learning of English: A Systematic Review

Abstract: The teaching and learning of English as a second language have always been emphasized by the Ministry of Education (MOE). In the Malaysia Education Blueprint (2013–2025), among the many goals is to produce learners who can comprehend the language for various purposes, including for information and enjoyment. Over the years, the teaching and learning of English have changed from conventional chalk-and-talk methods to modern methods that involve various platforms such as Quizizz, which is free and easy to use. This systematic literature review focuses on teachers’ perception on the use of Quizizz in the teaching and learning of English. Using the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) review methodology, a total of 45 articles related to the use of Quizizz in the English language classroom were identified from the ERIC and Google Scholar databases. Based on the articles from the year 2017 to 2021, the results show that the mixed-method research design was most used to gather teachers’ perspectives on the use of Quizizz in the teaching and learning of English. Overall, the results of this study show that Quizizz is accepted positively among teachers due to its effectiveness, feasibility, ease of use, and motivating nature for learners. As a suggestion for future research, more focus can be put on investigating the effectiveness of Quizizz from the perspective of parents and issues related to the implementation of gamified learning, such as Internet connection and device availability.

Toward a Definition of Learning Experience Design

Abstract: Various theories and models have implicitly discussed the role of interaction when using learning technologies. Indeed, interaction is described as being important as it relates to technology adoption, cognitive load, and usability. While each of these perspectives describe elements of interaction, they fail to comprehensively detail how educators should design for both usability and learning with an interface. To address this gap, this work-in-progress study seeks to describe the broader interaction when using learning technology, which we define as learning experience design. Using grounded theory and related eye-tracking data, we asked participants to engage in a cognitive think-aloud as they utilized an adaptive tutoring system. When triangulated, the researchers identified the following broad constructs: interaction with the learning environment and interaction with the learning space. The former includes the following codes: customization, expectation of content placement, functionality of component parts, interface terms aligned with existing mental models, and navigation. Alternatively, the interaction with the learning space included the following: engagement with the modality of content, dynamic interaction, perceived value of technology feature to support learning, and scaffolding. Implications for both theory and practice are discussed.

The effect of usability on the intention to use the e-learning system in a sustainable way: A case study at Universitas Indonesia

Abstract: E-Learning has been massively used in higher education, one of which is in Universitas Indonesia. The e-learning system in Universitas Indonesia is called Student Centered E-Learning Environment Universitas Indonesia (SCELE UI). This research determines the effect of usability on the intention to use SCELE UI in a sustainable way. The Expectation Confirmation Model (ECM) is used as a basis of the research model. Perceived Usability, Learnability, Presentation, Navigation and Error variables are added to the model. The Partial Least Square is used to analyze and test the model. Of the 12 proposed hypotheses, 10 hypotheses were accepted and 2 hypotheses were rejected. This research gives theoretical and practical contributions. On the theoretical side, this research successfully proposes and examines the integration of usability and ECM in the context of sustain e-learning usage intention. This research reveals the indirect effect of Perceived Usability on continued usage intention of the e-learning system. On the practical side, this research also provides insights for developers and universities that can help them to effectively foster the improvement of their system that can ensure sustained usage by their students.

A Systematic Review of E-Learning in Teaching And Learning of Speaking Skills

Abstract: In light of the progress of information and communication technology development, elearning is emerging as the paradigm of modern education. However, there is very little to none of the past systematic review that had been conducted on the users’ attitudes towards e-learning and the effects of e-learning in teaching and learning of speaking skills. Therefore, the purpose of this systematic review is to synthesise the findings of studies related to users’ attitudes towards e-learning and also the effects of e-learning in teaching and learning of speaking skills in any levels of education. This systematic review used 32 full-text journal articles from the year 2016 until 2020 from ERIC and JURN. Results of this review showed that the most used method in exploring the users’ attitude towards e-learning and the effects of e-learning in teaching and learning of speaking skills was quantitative method. Overall, the results of this review showed that 90.9% of the users have positive attitudes towards elearning and 100% of the past studies revealed that the use of e-learning has positive effects in teaching and learning of speaking skills despite some limitations.

The assessment of the usability of digital educational resources: An interdisciplinary analysis from two systematic reviews

Abstract: International reports analyzing current and future educational trends with an emphasis on technologies applied to education declare the importance of the design and application of digital educational resources. Guaranteeing its usability allows obtaining an adequate resource with a high pedagogical and technological quality. The objective of this paper is to analyze the empirical researches to determine if exists convergence between educational and computational researches on the assessment of the usability of digital educational resources. To fulfill the objective, the PRISMA protocol was used to carry out two systematic reviews and answer the two scientific questions. The results show that in few cases an adequate integration is achieved between: (1) the criteria for assessing usability as established by Software Engineering; (2) the methods and computational models to assess usability and, (3) the criteria established in pedagogical usability. Due to these shortcomings, a model for evaluating the usability of digital educational resources is proposed as future work. It concludes with the importance of interdisciplinary integration to assess the usability of digital educational resources.