Female-Friendly User Interface Design on a Cosmetic Chemistry Web Learning Site
Own, Zang-Yuan, Chen, Ding-Eei, Wang, Zo-Ie, International Journal of Instructional Media
Simpson, Oliver (1) (1985) and Smith (2) (1992) indicate that male students perform better than female students on science-related courses, because male students apply computer skills more positively than female students. Therefore, to minimizing anxiety among female science students, creating a learning atmosphere and context which matches female learning patterns and experience, and enhancing interest among women in learning science, are all extremely important (Lin (3),2001).
This investigation applies female-friendly design principles to increase interest in e-learning environment among women. All learning material was considered from a woman's point of view when designing the learning content, to help female students join the learning activity and improve their abilities, confidence and self-development. Previous studies on female specialties indicate the need to consider the principles of female-friendly web design, and provide female students with a suitable learning environment, when striving to improve learning performance. This investigation had the following goals:
I. Applying quantification to study the differences between a female learning environment and a general learning environmental under Internet-based chemistry lessons.
II. Applying quantification to explore the learning effect of different learning attitudes.
III. Applying context analysis to explore the students' satisfaction toward learning environment in the learning center, to ensure that the design of the website for female characteristics meets users' needs.
STRUCTURE OF RESEARCH
Designing the structure of website
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BASIS OF THEORY
Building learning theory researchers believe that learning is a process of building perception, where new information is linked with the learner's knowledge, constructing or reconstructing the learner's perceivable structure. Within an Internet-based learning environment, knowledge and concepts are presented by using media such as text, sounds, images and drawings. Hyper-links are applied to form a knowledge structure. The learner integrates the concepts into a new knowledge foundation, and uses the Web's interactivity and various information on the Internet. Knowledge is an initiative builder of knowledge instead of a passive one (Chou (5), 1999). Therefore, a well-established learning process should contain an environment which enables the learner to continue discovering new ideas (Yu (6),2001).
Building learning theory researchers emphasize sufficient teaching activities should be provided top help the learner. The two goals of "Assisted Building Internet Teaching" follow:
I. To meet the user's needs: Teaching software must meet the needs of both teachers and students. The teachers can use computer-assisted teaching to set questions, simulate real contexts and incorporate abstract ideas into a material, and enliven the teaching. Students can use teaching software to solve problems, understand concepts and practice self-learning.
II. Increasing learning effect: Internet teaching is a new information education trend. However, the effective use of features, management of the subject fundamentals and application of an effective teaching methodology must be considered when adopting education technology.
Collaborative learning helps female students more than male students, according to Fu-Yun Yu's research on gender differentials in computer-assisted learning. Female students are more inclined to use collaborative learning than male students. Hence, collaborative learning helps female students to improve their learning achievement. Women are collaborative learners, who would rather collaborate than compete in learning (Hayes and Smith (9),1994). J. Coates (10) discovered that women are mainly concerned with interaction (1986), such as group discussion, spontaneous listening, self-discovery and topic discussion (Hayes (11),1989). …