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Cognitive-ergonomics and instructional aspects of e-learning courses
Martha Rodrigues1, Iana Castello Branco, José Shimioshi
1Universidade de Brasília, Faculdade de Tecnologia, Núcleo de Engenharia de Produção, Campus Darcy Ribeiro, Brasília-DF, Brasil. marthaveras@unb.br
Work (Reading, Mass.)
|February 10, 2012
Summary
This study analyzed cognitive-ergonomic factors in Brazilian public administration e-learning courses. While generally usable, improvements in visualization, comprehension, and interface design are recommended for enhanced learning.
Area of Science:
- Human-Computer Interaction
- Educational Technology
- Cognitive Ergonomics
Background:
- E-learning courses are increasingly prevalent in public administration.
- Cognitive ergonomics examines the human-computer interaction within work environments.
- Evaluating e-learning usability is crucial for effective knowledge transfer.
Purpose of the Study:
- To analyze the cognitive-ergonomic aspects of e-learning courses from a Brazilian public administration entity.
- To assess usability through key factors including visualization, comprehension, memory, interface, instructional design, and attention.
Main Methods:
- A mixed-methods approach combining bibliographic survey, field survey, and document analysis.
- Semi-structured questionnaires were the primary tool for data collection.
- Usability was evaluated based on six core cognitive-ergonomic criteria.
Main Results:
- The e-learning interface facilitates direct user engagement with course materials.
- Courses exhibit good overall usability despite identified areas for improvement.
- Specific usability flaws were noted in visualization, text comprehension, and instructional design.
Conclusions:
- The e-learning courses demonstrate a solid foundation in usability.
- Addressing identified flaws can further optimize the learning experience.
- Cognitive-ergonomic principles are vital for effective e-learning design in public administration.
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