Evaluator: Lori Brown Project Evaluated: Articulate Studio Date: 10/27/2014
Interface Rating Form
User interface is concerned with how the instructional content is presented to the learner, how the learner moves through the content, and how the learner experiences the instructional activities. In general, the user interface should be designed to make things easier for the learner (i.e., it should be learner-centric). Also, this form onl addresses the interface and its relationship to the learner and content. It does not specificall address the !ualit of the content, relevance of the interactions or assessments, or the meaningfulness of the media. "hile these criteria below are appropriate for most interfaces, a simple interface ma not include all of these criteria or ma include onl simplified versions. As an instructional designer, it is at our discretion to determine the value of each criterion to the learner. Directions: #valuate the user interface based on each criterion, where $ is lowest or unavailable and % is highest or optimal. Add our comments in each box ou select. &or instance, if the pro'ect scores a ( on )user interface*, add a comment inside the )(* box. Use the color green so our comments are easil identified. CRITERIA LEVELS OF QUALITY 1 2 3 4 5 User interfce !it" e#$%icit co&rse str&ct&re +o course structure is shown on user interface. ,asic course structure is shown on user interface (e.g., course outline), but does not help learner understand how course segments fit together and support one another. ,asic course structure is shown on user interface (e.g., course outline). -ummaries or other methods are used to help the learner understand onl how the ma'or course segments fit together and support one another. .etailed course outline (expandable as needed) is shown on the interface. -ummaries or other methods are used to help the learner understand onl how all course segments fit together and support one another. .etailed course outline (expandable as needed) is shown on the interface. -ummaries or other methods are used to help the learner understand onl how all course segments fit together and support one another. "hen instructionall useful, the interface allows learner to easil move to different segments of the course. /ood use of menu. 0a'or improvement from before. T&tori% to e#$%in n'i(tion ) o$ertion +o tutorial is provided. 1utorial explains onl a few of the navigation and operation features. 1utorial explains some of the navigation and operation features. 1utorial explains most of the navigation and operation features. 1utorial explains all of the navigation and operation features. % 2age 2 *'i(tion n+ o$ertion %,e%s-icons +one of the navigation and operation controls are clearl and consistentl labeled. &ew of the navigation and operation controls are clearl and consistentl labeled. -ome of the navigation and operation controls are clearl and consistentl labeled. 0ost of the navigation and operation controls are clearl and consistentl labeled. All of the navigation and operation controls are clearl and consistentl labeled. *'i(tion n+ o$ertion contro%s %oction Almost no controls are located in the same place throughout the course. &ew controls are located in the same place throughout the course. -ome controls are located in the same place throughout the course. 0ost controls are located in the same place throughout the course. All controls are located in the same place throughout the course. O$ertion of contro%s +one of the controls operate consistentl. &ew of the controls operate consistentl. -ome of the controls operate consistentl. 0ost of the controls operate consistentl. All of the controls operate consistentl. Lerner.s %oction /s0ste1 fee+,c23 3er difficult to determine location in course. .ifficult to determine location in course. -omewhat difficult to determine location in course. #as to determine location in course. 3er eas to determine location in course. Arri'in( t %oction 3er difficult to determine how one arrived at a location in the course. .ifficult to determine how one arrived at a location in the course. -omewhat difficult to determine how one arrived at a location in the course. #as to determine how one arrived at a location in the course. /ood 'ob 3er eas to determine how one arrived at a location in the course. 2age 3 Esti1te+ ti1e 1ime estimates are never provided. 1ime estimates seldom provided. 1ime estimates are sometimes provided. At the beginning 1ime estimates are usuall provided. 1ime estimates are alwas provided. Screen Desi(n +one of the screens are aestheticall pleasing. &ew of the screens are aestheticall pleasing. -ome of the screens are aestheticall pleasing. 0ost of the screens are aestheticall pleasing. All of the screens are aestheticall pleasing. It is a fun and engaging tutorial -ee notes at bottom Oter !ote": Add !arration to "lide 1#$ Add narration to 17$ %i& annotation in "lide 23$ 'ena(e )rete"t to )o"t te"t *la"t te"t+ Adapted from 4aes, 5.1., -tout, 5. 6., 7 5an-6ones, ..8. (9::%, 6une). Quality Evaluation Tool for Computer- and Web-delivered Instruction (1echnical 5eport +umber 9::%-::9). ;rlando, &8< +aval Air "arfare =enter 1raining -stems .ivision.