The purpose of the study is to examine the pedagogical usability of interactive e-learning materials for foreign language practice. It is based upon two studies of the expected between-group and within-group differences among participants in the educational process. The sample consists of two groups – lecturers and students, a total of 100 participants, each evaluating four materials specifically prepared for this study. Two consecutive repeated measures ANOVA were conducted in which the gender/age, the position of the participants in the educational process, and usability dimensions were the independent variables. Results indicated that all independent variables and their interactions have a significant effects on the evaluations of the pedagogical usability. Women tend to assign higher values than men. Аge groups generally differ in their evaluations, although there is a tendency to give similar ratings for the individual dimensions of pedagogical usability. The 31-40 years age group evaluates the materials higher while the lowest evaluations are given by the groups of 21-30 and 50+ year old participants. Students tend to rate the pedagogical usability systemically higher than the lecturers. Usability dimensions also have a significant effect on evaluations. The most prominent feature of the materials, by a great margin, is their Applicability. The findings corroborate previous research which show age and gender differences in web usability do exist. We conclude that these differences exist as much in pedagogical usability as in technical usability. Further investigations are suggested to explore more deeply the differences in the perceived pedagogical value of e-learning materials as this has implications for instructional designers, teachers and learners alike.

中文翻译：

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评估电子学习材料的教学可用性的年龄和性别差异

该研究的目的是检验交互式电子学习材料在外语练习中的教学可用性。它是基于对教育过程中参与者之间预期的组间和组内差异的两项研究得出的。该样本包括两组，分别是讲师和学生，共有100名参与者，每个参与者评估了为本研究专门准备的四种材料。进行了两次连续的重复方差分析，其中性别/年龄，参与者在教育过程中的位置以及可用性维度是自变量。结果表明，所有自变量及其相互作用对教学可用性的评估都有重要影响。女人往往比男人赋予更高的价值。尽管有一种倾向，即对教学可用性的各个方面给予相似的评分，但各个小组的评估通常有所不同。31-40岁年龄组对材料的评价较高，而21-30岁和50岁以上年龄组的参与者给出的评价最低。学生往往对教学可用性的评价总体上高于讲师。可用性维度也对评估产生重大影响。这些材料的最大特点是其适用性。这些发现证实了以前的研究，这些研究表明确实存在年龄和性别差异。我们得出的结论是，这些差异既存在于教学可用性上，也存在于技术可用性上。