Using the Gestalt Principles of Visual Aesthetics in Designing E-Learning Graphical User Interface

Abstract

The application of visual aesthetic and instructional design strategy is one of the key factors in creating instructional contents. Aesthetics is seen as a significant feature on student feelings, and attitudes contributing importantly to learning. In online learning, the classroom is the website or Learning Management System (LMS) that delivers the teaching. Research has shown that learners seem more passionate about courses that have paid attention to aesthetic design in their contents delivery. The objective of this study has been to research and create aesthetic visual environments in e-learning through the application of expert standards and to explore the effects of those environments on student satisfaction and motivation. Qualitative research method was used to apply aesthetic criteria within the instructional design model process of Analysis, Design, Development, Implementation, and Evaluation (ADDIE). The study drew upon principles in the fields of usability, graphic design, information architecture, and cognitive psychology to examine learner outcomes and learner experience in order to surface principles for aesthetic considerations that can be incorporated into the instructional design process.

The focus of this research was not upon the technical tools used (e.g., the online delivery mode) but on the discovery of principles that apply to the online learning environment (such as interface, navigation, usability). Practical guidelines are provided through this study that higher education and instructional designers can adopt when designing and developing an online learning environment. With the enormous advancement in technology with the introduction of touch screens, virtual reality and mobile devices, instructional designers have the chance to explore the topic of aesthetics in online education.