Social Position and Gender Perspectives of eLearning Systems: A Study of Social Sustainability

Ahmed D. Alharthi (), Tawfeeq Alsanoosy (), Maria Spichkova () and Margaret Hamilton ()
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Ahmed D. Alharthi: RMIT University
Tawfeeq Alsanoosy: RMIT University
Maria Spichkova: RMIT University
Margaret Hamilton: RMIT University

A chapter in Advances in Information Systems Development, 2019, pp 169-185 from Springer

Abstract: Abstract The use of information and communication technologies has an increasing impact on our everyday life. The large impact of software engineering on society also means that sociocultural factors are becoming crucial for software systems. Gender and cultural diversity have a significant effect on software development, the sustainability of the software and on the society where the software is used. Thus, these diversity aspects should be analysed while developing a software system. This chapter presents an empirical study that investigates the social position of learner and instructor, gender and cultural differences in needs and use of system features. Our focus is on eLearning systems used in Australia and Saudi Arabia. The results of the study might also be expanded to other application domains such as eHealth and eGovernment. To explore the differences, we applied a combination of qualitative and quantitative methods to data collected from 174 participants. The results demonstrated that social position, gender and cultural diversity have significant impacts on users’ needs and preferences.

Keywords: Social sustainability; Requirements engineering; Society; Gender; Culture; eLearning systems (search for similar items in EconPapers)
Date: 2019
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Persistent link: https://EconPapers.repec.org/RePEc:spr:lnichp:978-3-030-22993-1_10

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DOI: 10.1007/978-3-030-22993-1_10

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