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Information Resources Management Association
Advancing the Concepts & Practices of Information Resources Management in Modern Organizations

WISDeM and E-learning System Interaction Issues

WISDeM and E-learning System Interaction Issues
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Author(s): W. A. Janvier (Liverpool John Moores University, UK)and Claude Ghaoui (Liverpool John Moores University, UK )
Copyright: 2003
Pages: 3
Source title: Information Technology & Organizations: Trends, Issues, Challenges & Solutions
Source Editor(s): Mehdi Khosrow-Pour, D.B.A. (Information Resources Management Association, USA)
DOI: 10.4018/978-1-59140-066-0.ch043
ISBN13: 9781616921248
EISBN13: 9781466665330


This paper discusses interaction between the computer interface and the user in e-learning. [Catania 1992] reports that sensory input is mainly derived from iconic 60%, auditory 30%, and haptic 10% with little from olfactory and gustatory. [Driscoll and Garcia 2000; Fleming 2001; Fleming and Mills 1998; Fuller et al. 2000; Murphy et al. 2002] show that everyone has his/her own preference for exchanging ideas, acquiring and passing on knowledge. [Sadowski and Stanney 1999] report that there is a tendency to prefer one sensory input (visual, auditory or kinaesthetic – tactile/haptic) whilst [Fleming 2001]’s research shows that most students prefer multi-modal communication. [Janvier and Ghaoui 2001; Janvier and Ghaoui 2002a; Janvier and Ghaoui 2002b] consider that correct inter-communication style should be established and started before learners commence their e-learning: their research hypothesis is “Matching language patterns in an intelligent agent/intelligent tutoring system (ITS) will enhance human computer interface (HCI) communication and, thus, enhance the storing of and recall of instances to and from the learner’s memory”.

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