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ONLY SCREEN DEEP? EVALUATING AESTHETICS, USABILITY, AND SATISFACTION IN INFORMATIONAL WEBSITES
Title
ONLY SCREEN DEEP? EVALUATING AESTHETICS, USABILITY, AND SATISFACTION IN INFORMATIONAL WEBSITES.
Creator
Avery, Carrie, Saari Kitalong, Karla, University of Central Florida
Abstract / Description
This thesis explores the role aesthetics plays in informational websites. In commercial interfaces, aesthetics (the perceived visual appeal and appropriateness of an object) has shown to correlate positively with many aspects of usability and emotional satisfaction. This thesis examines whether aesthetics has similar positive correlations in informational websites. Heuristics or guidelines for evaluating informational websites are developed based on empirical research and practitioner...
Show moreThis thesis explores the role aesthetics plays in informational websites. In commercial interfaces, aesthetics (the perceived visual appeal and appropriateness of an object) has shown to correlate positively with many aspects of usability and emotional satisfaction. This thesis examines whether aesthetics has similar positive correlations in informational websites. Heuristics or guidelines for evaluating informational websites are developed based on empirical research and practitioner expertise. Categories for heuristic evaluation include usability, credibility, visual clarity, visual richness, and emotional satisfaction. A class of graduate students browsed three academic websites, evaluated them, and critiqued the heuristics. Results indicate that aesthetics does correlate with overall impression, usability, satisfaction, and credibility. The data also suggests that there are two dimensions of aesthetics: visual richness and visual clarity. Overall impression correlated with the average of all categories. The heuristics used in this pilot study are now ready to be tested on a larger population.
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Date Issued
2005
Identifier
CFE0000465, ucf:46412
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000465
The Effect of Face Threat Mitigation on Instructor Credibility and Student Motivation in the Absence of Instructor Nonverbal Immediacy
Title
The Effect of Face Threat Mitigation on Instructor Credibility and Student Motivation in the Absence of Instructor Nonverbal Immediacy.
Creator
Trad, Laura, Katt, James, Miller, Ann, Graham, Rita, University of Central Florida
Abstract / Description
Many years of communication research have shown that an increase in immediacy has been a major factor that affects students' perceptions of instructor credibility which in turn affects, both students' cognitive and affective learning, student state motivation and a variety of other positive outcomes. However, in order for immediacy to be effective, instructor and student must be in the same location at the same time. With the recent push toward on-line classes, what can we find to act like...
Show moreMany years of communication research have shown that an increase in immediacy has been a major factor that affects students' perceptions of instructor credibility which in turn affects, both students' cognitive and affective learning, student state motivation and a variety of other positive outcomes. However, in order for immediacy to be effective, instructor and student must be in the same location at the same time. With the recent push toward on-line classes, what can we find to act like immediacy in a text based format? This research suggests that face threat mitigation can be used in a text-based environment, to achieve the pro-social goals of instructor credibility and student state motivation to the same extent as it does when coupled with immediacy. This study is a replication of a study done by Witt and Kerssen-Griep (2012). In the original study face threat mitigation (FTM) was coupled with instructor nonverbal immediacy (NVI) and they examined the impact these factors had on instructor credibility (i.e., competence, character, and caring) and student state motivation in a video simulated feedback situation. This study surveyed 218 undergraduate students in an introductory communication course. Students were randomly assigned to read hypothetical scenarios in which FTM was manipulated in a manner similar to Witt and Kerssen-Griep's study. They responded to three scales. The current study removed the instructor by using a simulated electronic feedback correspondence. Results of a MANCOVA and four separate ANOVAs were similar to those of the original findings. FTM was found to have a significant positive relationship with instructor credibility (i.e., competence, character, and caring) and student state motivation.
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Date Issued
2013
Identifier
CFE0004948, ucf:49577
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004948
TRUST ON THE WEB: THE IMPACT OF SOCIAL CONSENSUS ON INFORMATION CREDIBILITY
Title
TRUST ON THE WEB: THE IMPACT OF SOCIAL CONSENSUS ON INFORMATION CREDIBILITY.
Creator
Del Giudice, Katherine, Hancock, Peter, University of Central Florida
Abstract / Description
Models of the need-driven information search and the information appraisal process were formed from a comprehensive literature review of factors affecting perceived credibility and trust in online information. The social component of online credibility has not, to date, been thoroughly researched. This componentÂÂ's impact on the development of the perceived credibility of online information was examined in two experiments. In the first experiment, the impact of...
Show moreModels of the need-driven information search and the information appraisal process were formed from a comprehensive literature review of factors affecting perceived credibility and trust in online information. The social component of online credibility has not, to date, been thoroughly researched. This componentÂÂ's impact on the development of the perceived credibility of online information was examined in two experiments. In the first experiment, the impact of positive, mixed, and negative social feedback on the development of the perceived credibility of a web page was evaluated. In the second experiment, the effect of social feedback on credibility was examined under two levels of motivation for information use to investigate whether social feedback becomes less important as motivation to obtain quality information increases. The results of Experiment 1 suggest that type of feedback can influence perceived web page credibility. Pages with negative audience feedback received the lowest credibility ratings, while pages with positive audience feedback received the highest credibility ratings. Pages with mixed or no audience feedback received higher credibility ratings than pages with negative feedback, but lower credibility ratings than pages with positive feedback. In Experiment 2, high motivation did not impact the number of web page elements participants reported that they used to determine credibility. High motivation for information use also did not reduce the impact of audience feedback on perceived credibility.
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Date Issued
2010
Identifier
CFE0003240, ucf:48540
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003240