Document Type : Research Paper
Author
Faculty member at Allameh Tabataba'i University
Abstract
This research focuses on the design and validation of a model for the aesthetics of e-learning, emphasizing user experience and the sense of presence. The research method was mixed (quantitative-qualitative). The qualitative section was based on a grounded theory approach, where sources and texts extracted from interviews with purposefully selected experts were analyzed through open, axial, and selective coding. This analysis categorized the components of e-learning aesthetics into causal, contextual, intervening, strategic codes, and outcomes. The main components were then extracted and presented in a conceptual model. The findings indicated that the components of aesthetics can be categorized into four dimensions: cognitive presence, social presence, teaching presence, and emotional presence. Cognitive presence includes understanding the aesthetics of personal features, experiential aesthetic learning, and reflective dialogue. Social presence refers to community-centered learning aesthetics and support for group learning. Emotional presence relates to stimulating positive feelings and enhancing joy. Finally, teaching aesthetics encompasses the analysis, design, and assessment of aesthetic outcomes. In the quantitative section, to determine the model's validity, its components were prepared in a questionnaire format and sent to individuals to assess the model's validity and reliability. To determine the model's validity, CVR and CVI were used, while Cronbach's alpha was employed for reliability. The sample for this section included 20 specialists in the field of educational technology. The results showed that the designed model possesses necessary validity and can contribute to improving the quality of e-learning.
Keywords
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