The Impact of User Constructs on e-Learning Effectiveness using the Repertory Grid

G. To, R. Wright, and S. Chan (Hong Kong)


e-Learning, user interface design, usability, user constructs, repertory grid.


The present study examines e-Learning stakeholders’ cognition by examining the participants’ personal and shared constructs of experience, discussing their satisfaction in using the WebCT e-learning system as a case study. The method used in the research, Repertory Grid grounded by Personal Construct Theory, allows deeper insight into the core perceptive factors that influence respondents’ attitudes. We found that the respondents understood the objectives and potentials offered by the system. They felt the system helped them learn and enhanced motivation through interaction, handling problems within short periods of time. Yet not every students found e-learning suitable for his or her learning style. The study also confirmed that human factors such as the impact of face-to-face and group interactions must be considered in formulating a comprehensive set of user requirements for learning systems.

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