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Lessons Learned from Semiotics: Social and Cultural Landmarks for Transformative Elearning
Abstract
The primary purpose of this study is to see if graphic enhancements and navigation could enhance learning and reduce cognitive load to make it easier for at-risk, lower socio-economic, and ethnic self-identity groups of students to have a positive experience in online courses and increase the likelihood they will succeed in online degree programs. Using metaphors, signage, such as parietal art, and icons to provide congruency in the design and navigation of these programs could help students break down inhibitions and mediate new content and technology experiences with their existing knowledge. The study uses appreciative inquiry and development design methodologies to examine whether embedded semiotics and carefully designed metaphors could help students in the online courses feel more comfortable and increase the likelihood of their course completion. The findings of the study support the use of icons, metaphors and other forms of semiotics to transfer and mediate prior knowledge with new content knowledge, particularly in elearning.
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