Cognitive Effectiveness of Visual Instructional Design Languages

Kathrin Figl, Michael Derntl, Manuel Caeiro Rodriguez, Luca Botturi

Publication: Scientific journalJournal articlepeer-review

Abstract

The introduction of learning technologies into education is making the design of courses and instructional materials an increasingly complex task. Instructional design languages are identified as conceptual tools for achieving more standardized and, at the same time, more creative design solutions, as well as enhancing communication and transparency in the design process. In this article we discuss differences in cognitive aspects of three visual instructional design languages (E²ML, PoEML, coUML), based on user evaluation. Cognitive aspects are of relevance for learning a design language, creating models with it, and understanding models created using it. The findings should enable language constructors to improve the usability of visual instructional design languages in the future. The paper concludes with directions with regard to how future research on visual instructional design languages could strengthen their value and enhance their actual use by educators and designers by synthesizing existing efforts into a unified modeling approach for VIDLs.
Original languageEnglish
Pages (from-to)359 - 373
JournalJournal of Visual Languages and Computing
Volume21
Issue number6
DOIs
Publication statusPublished - 2010

Austrian Classification of Fields of Science and Technology (ÖFOS)

  • 501011 Cognitive psychology
  • 102024 Usability research
  • 102013 Human-computer interaction
  • 102015 Information systems
  • 502050 Business informatics

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