An empirical investigation of user experience in e-learning environments

Abstract

The immense growth of collaborative technologies in the recent years has created appealing opportunities for communication, group work and learning that go beyond time and space boundaries. The increasing use of collaborative systems-in workplaces and educational settings alike-has made an effectual difference on the ways people collaborate and learn. There is however a huge gap between the available functionalities and their usefulness as perceived by the users. In an empirical study we examined the experience of distant groups of students communicating through videoconferencing. In addition to the audio and video channels the students used the Mixed Reality (MR) application we developed. The MR application created a common virtual space between dispersed users which allowed them to point at objects and people in it. Videoethnography and participant observation were employed for data collection in combination with experimental methods. The findings suggest that when distant students use media artefacts alongside their discussions it is easier to work together collaboratively and avoid misunderstandings which are common in distant communications. In particular, we observed that technology, through media artefacts, provides a novel means of enhancing collaboration which is regarded as a prerequisite of effective learning. In this perspective we discuss how such resources can be applied in practice in e-learning initiatives such as group projects where students are expected to liaise, convey ideas, solve problems and negotiate remotely with their industrial sponsors. The findings can inform the design and application of useful and functional ICT tools for e-learning environments to effectively support collaborative learning practices between distant group members.