Usability aspects, socio-relational context and learning performance in the virtual classroom: a laboratory experiment
This paper presents a virtual classroom laboratory experiment involving real users. The main aim was to test the effects of two multimedia system configurations with a different degree of interactivity on usability aspects, socio-relational context and learning performance. Results confirm the effectiveness of the multimedia system both in terms of technical and psychological features. No difference between the two configurations was detected for usability and socio-relational factors while learning performance increased in the less interactive configuration. This suggests that for a specific task and for specific learners, less interactive configurations are preferable as they require less technological and training resources. Results are also discussed in terms of the implications for the basic features of multimedia systems used in the virtual classroom and on the correct procedures for training teachers and learners in the use of the equipment.