The purpose of this research proposal is to identify organizational principles for the development of online learning curriculum in higher education. This study will address the following research questions: Can educational psychology learning theories (such as cognitive load theory) be used to inform usability-testing methods? Can usability-testing methods be used to discover basic principles of online learning curricular organization? Are there basic principles of online learning curricular organization that can improve the efficiency, effectiveness, and user satisfaction of learning in online environments? While there are many theoretical directions one could take to examine the interface of instructional design and technology, this research proposal will use the lens of the cognitive load theory. This study will use the cognitive walkthrough method as established by usability testing standards. Cognitive walkthroughs use an explicitly detailed procedure to simulate a user’s problem solving process at each step through the dialogue, checking if the simulated user’s goals and memory content can be assumed to lead to the next correct action. Participants will be asked to complete a series of tasks in an online learning environment formulated to compare different methods of organization. This study has the potential to make significant contributions to the field of educational psychology and online education by providing substantive empirical data that sheds light on potential principles that improve the effectiveness, efficiency, and user satisfaction of Web-based education.

1. Leveraging user-centered design methods to
improve online curriculum
Research Proposal by
Michael Wilder

2. Agenda
• Introduction
• Goal of the study
• Significance
• Research questions
• Theoretical framework
• Methods
• Design
• Analysis
• Hypothesis

3. Introduction

4. Introduction

5. Introduction

6. Goal
The purpose of this research proposal is:
To identify organizational principles for the
development of online learning curriculum in
higher education.

7. Significance
This study has the potential to make significant
contributions to the field of educational
psychology and online education by providing
substantive empirical data that sheds light on
potential principles that improve the
effectiveness, efficiency, and user satisfaction of
Web-based education.

8. Research Questions
This study will address the following research
questions:
1. Can educational psychology learning theories (such as
cognitive load theory) be used to inform usability-testing
methods?
2. Can usability-testing methods be used to discover basic
principles of online learning curricular organization?
3. Are there basic principles of online learning curricular
organization that can improve the efficiency, effectiveness,
and user satisfaction of learning in online environments?

9. Theoretical Framework
What is cognitive load theory?
"Cognitive load theory has been designed to provide
guidelines intended to assist in the presentation of
information in a manner that encourages learner
activities that optimize intellectual performance.”
Sweller, J., Van Merriënboer, J., & Paas, F. (1998). "Cognitive architecture and
instructional design.” Educational Psychology Review 10 (3): 251–296.

10. Cognitive Load

11. Cognitive Load

12. Methods
What is usability testing?
Usability testing is a technique used in user-centered
interaction design to evaluate a product by testing it on
users. This can be seen as an irreplaceable usability
practice, since it gives direct input on how real users
use the system.
Nielsen, J. (1994). Usability Engineering, Academic Press Inc, p. 165

13. Usability Testing

14. Usability Testing

15. Usability
Can measure:
• Time to complete task
• Number of key clicks to accomplish task
• Talk-aloud narration
• Facial expression

16. Usability Testing

17. Usability Testing

18. Methods
• Mixed methods
Quantitative and Qualitative
• Participants
Random sample of university students
• Demographic survey
Age, gender, experience
• Computer literacy exam
• Usability “cognitive walkthrough”
Typical educational tasks comparing organizational styles

19. Analysis
• A “three by three” analysis of variance (ANOVA)
comparing levels of computer literacy and prior
experience to number of keyclicks and time to
accomplish tasks
• Dependent variable is different organization types
(module, folder, “chaos”)
• Qualitative analysis of facial expression and talk-
aloud session
• Observing correlations with demographics.

20. Hypothesis
It is hypothesized that regardless of age or gender,
participants with low levels of experience with online learning
and low computer literacy skills will produce more key clicks,
require more time to accomplish tasks, and express more
frustration with navigation and organization than participants
with high levels of prior experience with online learning
environments and high computer literacy skills.
It is further hypothesized, however, that participants with
high levels of prior experience with online learning standards
and high computer literacy skills will be more affected by poor
organization and confusing navigational structure.

21. Questions?