E-learning systems are becoming commonplace in the networked classroom, as educators search for new ways of engaging their learners. Traditional methods of designing these systems have focussed the tasks users are likely to complete as opposed to designing them to persuade the user to develop knowledge or learn about topics. Successful e-learning systems allow the user to interact with the environment using mediating artefacts, which are conductors for action within these environments. Mediating artefact take many forms, in Internet applications they often manifest in the form of text that offers the perceived affordance of clicking, whereas in graphical environments they are often icons that offer the perceived affordance of dragging. Many e-learning systems are based around mediating artefacts, but few of these have been designed to encourage learners to carry actions in order to meet their goals. This paper investigates how mediating artefacts can be made persuasive and suggests a scenario-based design model to aid developers in making e-learning systems persuasive and orientated around the goals of learners.
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Cite as: Bishop, J. (2005). The role of mediating artefacts in the design of persuasive e-learning systems. Paper accepted for presentation at the Internet Technologies and Applications 2005 Conference, September 2005, Wrexham, UK.
