Abstract
The purpose of this study was to examine the effectiveness of three different interface types on Web-based instruction: a text-based interface, a graphical interface and a metaphorical interface. In order to determine differences among three interface groups, we compared learning performance, cognitive load, usability, and appeal with various data from 41 undergraduate students in the mid-South. Results indicated there was no difference among the groups in terms of learning performance, cognitive load, and usability; however, a metaphorical interface increased learners' attention. Based on the results, implications for instructional designers are presented.
| Original language | English |
|---|---|
| Pages (from-to) | 5-33 |
| Number of pages | 29 |
| Journal | Journal of Interactive Learning Research |
| Volume | 20 |
| Issue number | 1 |
| State | Published - 2009 |