Learning technology and usability: a framework for understanding courseware

This paper argues that the usability of educational software cannot be meas ured in the same terms as other work contexts. This is because learning is a by-product of understanding rather than an activity which can be supporte d directly. Although it is best achieved through the performance of meaning ful tasks, these tasks need to be designed to support different kinds of le arning. We approach the problem through an attempt to derive a framework fo r understanding courseware. Conceptual learning is characterized as a cycle , involving the three stages which we term conceptualization, construction and dialogue. These are mapped onto primary, secondary and tertiary coursew are. Each kind of courseware is discussed in terms of efficiency, effective ness and usability. (C) 1999 Elsevier Science B.V. All rights reserved.