Volume Two - Academic Conferences

Fauziah Redzuan et al.
The average data calculated previously were examined in detail. From the correlation analysis results,
some of the words were carefully chosen from each dimension to examine the specimens further.
Table 3 shows the selected Kansei words and the highest average value from the specimens. It is
evident from Table 3 that most of the positive emotions are related to Specimen Nos. 3, 8, and 5. In
contrast, the negative emotions are consistently related to Specimen No. 9. Further examination of
the specimens (as shown in Table 4) reveals the design elements of the identified specimens.
Table 4: Brief design elements based on the selected specimens
Specimen No. Design Dimension Design Elements
3
Interface Simple, not crowded, colour: white background with some
orange colour in the title, simple and organized menu on the
left
Interaction Short quiz/challenge, interaction with learner, learner gives
some input, gets instant feedback on their input
Content Short notes, precise, concise, some pictures, animation,
learner able to explore
5
Interface Simple, colour: white background with green colour in the logo
and some words, simple menu on the left
8
9
Interaction Short exercise, learner can try the exercise, gets instant
results and feedback on the exercise
Content Short notes with examples
Interface Simple, related to example given
Interaction Walkthrough examples
Content Showing pointer and has audio
Interface Simple, colour: white background with blue text, picture of
instructor, no menu, next and back button/links
Interaction No learner interaction
Content Give examples with wordy explanations
It is interesting to note, that a simple interface with some interaction with the learners, as well as short
notes, evokes positive emotions in the learners. However, a simple interface with no learner
interaction and with lengthy explanations evokes negative emotions.
9. Conclusion
The aim of this study was to identify the design elements of learning material in an online course that
could evoke emotional responses from the students. Based on the principles extracted from the
Aptum model, interaction design and using the KE Type II method, the researchers pursued this study
according to the steps outlined in the KE Type II method. The experimental procedure involved ten
online database courses to be used as specimens and 478 Kansei words, with 36 respondents or
subjects. Statistical analysis was performed using correlation and factor analysis, in order to
understand the data better. The results show that there are 130 significant emotional dimensions for
the design of an online database course. The design elements of the specimens for positive and
negative emotional experiences were also identified.
This study reveals that it is possible to measure the emotional experience of the learners when
interacting with online learning material, and to investigate the design elements that evoked emotional
experiences of the learners in an online environment. Further study is to be performed on the second
experiment, to investigate the detail design elements and its combination that contributes to the
evoked emotions, especially on the positive emotional experience of the learners.
References
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Agarwal, A. and Prabaker, M. (2009) “Building on the Usability Study: Two Explorations on How to Better
Understand an Interface”, in Jacko, J.A. (ed.) Human-Computer Interaction, Part I, Lecture Notes in
Computer Science (LNCS 5610), Berlin Heidelberg: Springer.
Bennet, A. and Bennet, D. (2008) "ELearning as Energetic Learning", VINE: The Journal of Information and
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Capota, K., van Hout, M. and van der Geest, T. (2007) "Measuring the Emotional Impact of Websites: A Study on
Combining a Dimensional and Discrete Emotion Approach in Measuring Visual Appeal of University
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