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dc.contributor.advisorPomales-García, Cristina
dc.contributor.authorRivera-Nivar, Mericia
dc.date.accessioned2018-11-28T13:22:36Z
dc.date.available2018-11-28T13:22:36Z
dc.date.issued2009
dc.identifier.urihttps://hdl.handle.net/20.500.11801/1510
dc.description.abstractThe purpose of this work is to develop design guidelines for distance education as well as professional training modules considering aging differences as an important factor. A controlled experiment was designed and conducted to evaluate the effects of module design characteristics on information recall, satisfaction, disorientation, and task workload, and the implications for E-Learning and E-Training. Sixteen Web modules with two different lesson content types were developed for this study, considering different independent variables such as camera focus, environment simulator, video size, and instructor’s gender. The experimental results revealed significant differences between a wide age range of experimental subjects. Results suggest that different users can be partially accommodated by “Universal Design”. Specific preferences in design are discussed when each population segment is individually targeted. Experimental task results revealed that aging adults manage to moderately compensate for their declining cognitive functions even when the design displayed is perceived as visually overwhelming.en_US
dc.description.abstractEste estudio se enfoca en el desarrollo de guías de diseño que puedan ser aplicadas tanto a módulos educativos como entrenamientos. Los resultados del estudio experimental sugieren que el concepto universal de diseño no es el más apropiado para los diseñadores en E- Learning y E-Training. Esta conclusión fue obtenida mediante un diseño de experimento controlado que reveló diferencias significativas en un amplio rango de edad de 25 a 65 años. Se plantea el “customization” (diseño enfocado) de los diseños para adultos jóvenes y personas de edad avanzada. Se asocia el concepto de calidad en un módulo educativo como uno que pueda cumplir con los criterios de Usabilidad planteados en la literatura, que permita un alto nivel de retención de información y satisfacción, al tiempo que pueda producir niveles bajos de desorientación y sobrecarga de trabajo (“workload”). Adicionalmente, se presentan guias para cuando la costumizacion no sea una opción de inversión.en_US
dc.language.isoEnglishen_US
dc.subjectDesign guidelinesen
dc.subjectDistance educationen
dc.subjectProfessional training modulesen
dc.subjectUniversal Designen
dc.titleDevelopment of universal design guidelines for e-learning and e-trainingen_US
dc.typeThesisen_US
dc.rights.licenseAll rights reserveden_US
dc.rights.holder(c)2009 Mericia Rivera Nivaren_US
dc.contributor.committeeMedina-Borja, Alexandra
dc.contributor.committeeIrizarry-Serrano, María de los A.
dc.contributor.representativeRodríguez Rivera, Néstor
thesis.degree.levelM.S.en_US
thesis.degree.disciplineIndustrial Engineeringen_US
dc.contributor.collegeCollege of Engineeringen_US
dc.contributor.departmentDepartment of Industrial Engineeringen_US
dc.description.graduationYear2009en_US


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    Items included under this collection are theses, dissertations, and project reports submitted as a requirement for completing a degree at UPR-Mayagüez.

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