Volume Two - Academic Conferences

Fauziah Redzuan et al.
presentation that does not captivate users’ attention ….are quickly dismissed with a simple mouse
click”. O'Brien and Toms (2008) also argued that, in order for technologies to be successful, they must
not only be usable, but also engage users. Accordingly, previous researchers also noted the difficulty
of designing online learning interfaces, as compared with designing web pages such as those noted
by Kreijins (in Fadel and Dyson 2007).
In addition, Bennet and Bennet (2008) also stressed on the emotional aspect of the learners and the
learning experience that they are going through. According to these researchers, “ideally good
eLearning would facilitate an experience with the learner that creates emotional tags, thus enhancing
the ability to learn from that experience”. From the literature, it is confirmed that a good design of the
online learning material is important to help students learn better.
4. Emotional experiences in web-based application
Several issues of concern exist with regard to the user’s emotional experience in the web-based
environment. Although the area of emotional aspects of the user experience is a neglected area of
research (Thuring and Mahlke 2007), it is now an area of concern within the Human Computer
Interaction (HCI) community.
Agarwal and Meyer (2009) and Agarwal and Prabaker (2009) demonstrated that usability metrics
alone (e.g., time on task, number of errors) cannot sufficiently measure the overall user experience of
the product or interface. According to their research, emotional responses may also play a significant
role in measuring the user’s experience, as well as in judging the usability of the product or interface.
Whilst some research on emotion and online learning exists, there is still a lack of research on the
design of the learning material in an online environment, which could capture or engage students’
attention and emotion. Most literature is based on the general emotional experience of the learners
during the online course. Little attention is placed particularly on the emotional response to the design
of the learning materials. Other related researches in this area such as by Zembylas, Theodorou and
Pavlakis (2008), focused on the general experience of the learners in the online environment and the
emotional experience of the students going through the online study. Zembylas’ research does not
specifically concentrate on the emotional response to the design of the learning material. Additionally,
MacFadden (2005) proposed an emotionally oriented model for web-based education based on a
constructivist approach. This model consists of four stages, namely; safety, challenge, new thinking,
and consolidation. This proposed model is for general emotions within web-based learning.
It is evident from the literature that even though emotion is now an emphasised issue in web-based
applications, there is still no specific model for emotional experience evoked from the design of the
learning material in an online environment.
5. Kansei Engineering
There are many definitions of Kansei. According to Professor Mitsuo Nagamachi, the founder of
Kansei Engineering (KE), Kansei “implies psychological feeling and needs in mind” (Nagamachi
2008). Kansei also “refers to the state of mind where knowledge, emotion and passion are
harmonized” (Nagamachi and Lokman 2011: 5). The idea of KE has been around since 1970. In KE,
the aim is to develop a product that people desire for or have deeply in mind. As described by
Lokman (2011), KE provides a systematic way of understanding the insights of user perceptions
toward artefacts via several physiological and psychological measurement methods. These insights
are then translated into the design characteristics of the artefact. KE is a very important philosophy,
as it is not only customer/user oriented, but it also promotes the value of emotion or aesthetics in the
product design, as perceived by the customer/user.
Many researchers use KE, but few do so in the field of education. The philosophy of KE has only quite
recently permeated into educational systems (Sandanayake and Madurapperuma 2009). Several
studies have linked KE to online learning. Tharangie et al (2008) used KE to enhance eLearning web
interfaces, focusing on the study of colour. On the other hand, Chaminda et al (2009) proposed and
implemented an interactive eLearning system using KE. Levels of knowledge and emotion were
analysed using biometrics signals to analyse the emotions, which were then mapped against the
knowledge and emotional levels of the Kansei model (Chaminda et al 2009). In another study,
Sandanayake and Madurapperuma proposed a conceptual model for eLearning using KE techniques.
Specifically, they used a software agent capable of recognising and responding to the learner’s
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