The criteria have been
made as objective as possible but a 5-point
Likert scale is provided for responses to facilitate a broad
evaluation within the constraints of a concise and simple
form.
[Functionality of
evaluation form is beyond the
scope of this project. Calculations are made
manually]
Evaluation of Multimedia web
site
Site Name:
Site URL:
Name of respondent:
Response:
1=never,
2=sometimes,
3=50% of the time,
4=more
often then not
5=always
Select n/a if the
criteria does not apply. [Not included in Score %]
Criteria
Response
1.
Usability
1
2
3
4
5
n/a
%
The media is
accessible and works using any platform and browser. (Netscape,
IE >4x)
Clear
links and instructions are provided to facilitate the
downloading and free use of any
required plug-ins, and online technical help given for
essential media players.
Download
times of media: Kept below 10 seconds, or warnings
and indicators are provided to encourage patience
during longer downloading. (Nielson, 1995)
Screen design:
Balance, unity, clear fonts, attractive
colour schemes, and highlighting of important features, and consistent screen
format throughout.
Navigation and orientation:
Links to all essential activities and applications from the homepage,
all pages have a link to home page, all pages clearly
labelled, and the alt attribute used to
describe the function of each visual.
Score:
0
2.
Sequencing
1
2
3
4
5
n/a
%
Intuitive
and structured workflow, identifying start and end
points and possible pathways through the material.
Learner
controls the sequence, with provision for skipping or going back over material.
Preview and review
material provided, interrelationships among related ideas.
The
sequencing facilitates exploration, extrapolation, and
elaboration.
Clear
framework is provided as an 'anchor' to prevent the
learner from becoming lost in an 'ocean' of
possibilities.
Score:
0
3.
Engagement
1
2
3
4
5
n/a
%
Interactive
decision-making points are provided in
the material to engage the learner in the
process.
Activities
are introduced prior to a learning task, to help learners to
focus on new information, and improve learning efficiency.
Deubel, P. (2003).
Suggestions for
effective engagement, sequencing and processing
of information are employed.
Allow
learners freedom to learn in
their own way, rather than in the way the designer
prescribes
Each instructional segment is short enough to fit on
one screen without scrolling.
Score:
0
4.
Learning Enhancement
1
2
3
4
5
n/a
%
Content
accommodates
various learning styles and ability levels.
Media are
designed to achieve specific learning outcomes and
enrich the learning experience.
Media are
appropriate for the target audience.
Media
attract and stimulate interest, without distracting from
the primary goal.
Animations
/ Video convey information that cannot be as effectively
achieved through still images.
Score:
0
Total Score:
0
Comments:
Web site design by H Grant Eaton w0007826
for USQ FET5622 Semester 2, 2003
Last modified: 26 August, 2003