Testing has been conducted in a controlled usability laboratory on an interactive e-learning application that teaches mathematical skills in a cognitive domain. The study obtained performance measures and identified usability problems, but was focused primarily on using the testing technology to investigate distinguishing aspects of such applications, such as time usage patterns in domains where rapid completion is not necessarily a performance indicator. The paper addresses the issue of what, actually, is meant by ‘usability’ in learning environments. A pilot study identified obstacles and served to enhance the main study. Thinking-aloud on the part of participants provided useful data to support analysis of the performance measures, as can benchmarks and best case measures. Particular attention must be paid to ethical aspects. Features emerging from this study can contribute to a framework for usability testing and usage pattern analysis of interactive e-learning applications in cognitive domains.
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