This paper examines the relationship between the graphical user interface (GUI) and the cognitive demands placed upon the learner eLearning environments. The authors describe ways in which educators can design or direct the design of functional, usable, communicative and aesthetically appropriate interfaces to facilitate meaningful interactions with educational content. Key concepts associated with learner engagement and engagement theory are examined using a three-phase model as a foundation for creating engaging user interfaces.
|Number of pages||15|
|Journal||Quarterly Review of Distance Education|
|Publication status||Published - 2002|