E-learning motivation model based on learner's aesthetic perceptions and schematic thinking in Informal Visual Environments

Abstract

Researchers claim that aesthetic qualities of an E-learning environment have a persuasive role in intensifying learning motivation. The existing literature however, does not take into account, learners' aesthetic perceptions that are created as an outcome of their interaction with various Informal Visual Environments (IVEs) and media technologies. Resultantly, learners' develop a new profile of cognitive skills in IVEs that influence upon their learning motivation in an E-learning environment. This study was designed to test the proposed theory that learners' aesthetic perceptions and schematic thinking in IVEs affect their learning motivation in an E-learning environment. The analysis was done using Hierarchal Regression Modelling. The results facilitate usability experts in designing easy-to-use, engaging and motivationally-aesthetic E-learning environments.