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dc.contributor.authorTay, Jo Li
dc.date.accessioned2017-01-30T14:36:55Z
dc.date.available2017-01-30T14:36:55Z
dc.date.created2016-07-21T19:30:16Z
dc.date.issued2015
dc.identifier.citationTay, J. 2015. Aesthetics in Instructional Design: Does Interactivity Count? The International Journal of Visual Design. 8 (3-4): pp. 13-23.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/39766
dc.identifier.doi10.18848/2325-1581/CGP/v08i3-4/38770
dc.description.abstract

Today, changes in the way we interact with technology have led to the introduction of electronic devices in primary and secondary schools worldwide (Banister 2010; Mueller et al. 2008). Despite this, many teachers still lack the confidence to use electronic devices within the classroom (Chen 2010; Hermans et al. 2008; Mueller et al. 2008). This paper looks at instructional design in the context of learning design for K-12 schools, and highlights why aesthetics needs to be considered an integral part of the instructional design process. Furthermore, in the current technological landscape, such a discussion must also begin to consider aesthetics together with interactivity, and what might be called interactivity aesthetics. Thus, this paper also outlines the main reasons why interactivity should be recognised as a distinct aesthetic element, and why further discussion about interactivity aesthetics is necessary.

dc.titleAesthetics in Instructional Design: Does Interactivity Count?
dc.typeJournal Article
dcterms.source.volume8
dcterms.source.number3-4
dcterms.source.startPage13
dcterms.source.endPage23
dcterms.source.titleThe International Journal of Visual Design
curtin.departmentDepartment of Design
curtin.accessStatusFulltext not available


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