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Student Information System: Investigating User Experience (UX)

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 (IJACSA) International Journal of Advanced Computer Science and Applications,
Vol. 12, No. 2, 2021

Student Information System: Investigating

User Experience (UX)
Ahmed Al-Hunaiyyan1, Rana Alhajri2, Bareeq Alghannam3, Abdullah Al-Shaher4
Computer Science and Information Systems Department, College of Business studies1, 3, 4
Computer Science Department, Higher Institute for Telecommunication and Navigation2
Public Authority for Applied Education and Training, Kuwait

Abstract—There is growing recognition that electronic industry and has become a vital aspect of the products' success
student information systems support college administrations and [7]. The author in [8] stated that UX is considered a key aspect
enhance student performance. These systems must fulfill their in designing products and services. It is argued that
user’s needs (efficiently achieve their academic goals) while also institutions that apply UX design activities in their system
providing a positive user experience (UX). This study used development achieve many potential advantages that increase
quantitative and qualitative approaches to elucidate students’ user satisfaction. The author in [9] believes that an effective
perceptions and investigate UX toward the SIS currently used at UX does not appear on its own but must be systematically
the Public Authority for Applied Education and Training evaluated. Due to its importance, several frameworks and
(PAAET), a higher education institution in Kuwait. Survey data
models have been proposed to design and assess the UX of
collected from 645 PAAET students were analyzed to determine
their perceptions of and experiences using this SIS. The findings
interactive systems. These models serve as a guide to improve
revealed that students had a slightly positive UX with this SIS. the design and the quality of interactive systems [10].
The system’s perspicuity, stimulation, and dependability were Although the literature provides UX evaluations with
rated slightly higher than its novelty, attractiveness, and various information systems, it does not do so for SISs [11].
efficiency. The most pertinent usability issues that focus on the Designing usable SIS is essential; however, little research was
human interaction with systems were identified and discussed, conducted, especially in universities among Arab Gulf
hoping that it will allow officials and SIS system developers alike countries. Several usability studies did not analyze and develop
to make relevant and impactful improvements to newer versions
such systems considering students’ perceptions and their UX.
of these systems. These results shed light on the need for
continuous SIS evaluation and a broad research scope to develop
This observation led to the work presented in this paper, which
innovative SIS with intelligent functions for novel activities. Such tries to fill this gap by investigating student experience with
features enhance students’ interactivity and productivity, which SIS. This study was conducted to elucidate students’
encourage their academic success. perceptions of UX with the SIS used at the Public Authority for
Applied Education and Training (PAAET). It is a pioneer study
Keywords—Student information system; user experience; given the absence of research on this topic and the context of
usability; human-computer interaction; e-learning Kuwait’s educational system [12]. Its significance is to provide
system developers with pertinent improvement possibilities for
I. INTRODUCTION future versions of this SIS to enhance efficiency and
Successful student information systems (SIS) make attractiveness and improve users’ interactions with the system
students productive and improve the workflow of their and its related functions [13].
academic services [1]. These systems, including learning This article is organized into sections. Section 2 reviews the
management systems (LMS), provide functions and tools that relevant literature; Section 3 explains the methodology. The
overcome college-level administrative and academic problems results and a discussion thereof are presented in Section 4, and
[2, 3]. SIS allows college students to manage their data, Section 5 draws conclusions and explores future directions.
including registering in courses, maintaining grades, showing
transcripts, and generating progress reports. Although SIS are II. LITERATURE REVIEW
widely used in the academic world, these systems require
regular evaluation to make them more productive. Having A. Evaluation of SIS
effective and efficient SIS significantly impacts stakeholder One of the critical systems for managing HE's
groups’ operation and performance [4, 5]. Therefore, the key administrative and academic aspects the SIS [14]. Although
features of SIS must be identified, and appropriate evaluation SIS are widely used in the academic world, these systems
criteria must be developed to measure them. require constant evaluation to ensure their relevance and
effectiveness [15, 11]. An effective SIS not only satisfies
Usability is associated with the user acceptability of any administrators and students but also ensures sustainable
system [6]. Determining the usability aspects is essential
academic progress [1]. Determining the usability level of an
because millions of people, including students, instructors, and
SIS from the human-computer interaction perspective is an
administrative staff, use SIS to conduct administrative and
essential consideration for universities. Developers, therefore,
academic tasks. Recently, user experience (UX) has gained
need to continually be creating better, more usable systems
considerable attention among researchers in academia and

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informed by understanding their potential users with concerns limitations. She stresses that investigating UX helps to
of social and cultural issues [16]; individual differences [17]; improve users’ interactivity with the system and raises their
and gender and age differences [18]. perceptions. Similarly, Norman and Nielsen stated that UX
involves the users’ perception of usability, which examines
Some research focuses on SIS development, while others how users view the usefulness and effectiveness of the system
investigate SIS usability, UX, and perceptions. The author in or application [8, 25, 26].
[19] described the design and development of a novel SIS. The
study was motivated by the fact that there are difficulties The author in [7] developed a User Experience
associated with the manual methods used to manage student Questionnaire (UEQ) that measures UX. The six scales of this
information at the University of Diyala and aimed at adopting questionnaire comprehensively represent UX by quantifying
new SIS to increase efficiency and accuracy that also helps six dimensions of usability. These dimensions are
college administrations speed up the decision-making process. attractiveness ―the product should look attractive, enjoyable,
Besides, [20] developed an SIS for the Faculty of Electronics friendly, and pleasant‖; efficiency ―the user should perform
& Computer Engineering, University Teknikal Malaysia tasks with the product fast, efficient and in a pragmatic way‖;
Melaka. They described the development steps needed to perspicuity ―the product should be easy to understand, clear,
operate the system. Their system focused on recording and simple, and easy to learn‖; dependability ―the interaction with
updating students’ records system replacing the old traditional the product should be predictable, secure and meets my
SIS. They believed that this system would contribute to new expectations‖; stimulation ―using the product should be
knowledge in the field, ease use, and better arrangement and interesting, exciting and motivating‖; novelty ―the product
scheduling. should be innovative, inventive and creatively designed‖ [27].
The author in [28] investigated the impact of culture on the UX
Considering the usability of SIS, [21] conducted a study to of a system using the UEQ. They examined how Indonesian
examine the usability factors of an SIS at a public university. and German students evaluate common systems according to
Data were collected from 132 computer science students using their UX and provided insights and possible explanations for
a questionnaire. The authors used factor analysis, which
any detected cultural differences. Other studies that have used
involves the user’s perceptions of usefulness, speed, interface, the UEQ to evaluate UX include [7, 29, 30].
and error corrections. The results demonstrate that several
usability attributes, such as the importance of information and III. METHODOLOGY
system functionalities that are commonly gathered, affect user
engagement. A similar study was carried out by [22] to The research methodology is described in this section,
examine an SIS's usability at Near East University. The results including the research sample, instruments, and procedure.
provide recommendations to improve the interface and A. Research Sample
enhance system attractiveness. In addition, an empirical study
This study included 645 participants from the five PAAET
conducted by [11] elucidated the influence of student
colleges: College of Basic Education, College of Business
background on SIS experiences in terms of emotion,
Studies, College of Technological Studies, College of Health
performance, and perceived usability. Substantial variations
Sciences, and College of Nursing. Table I presents the
between user emotion, performance, and perceived usability
demographic data and sample distribution of the study
were found.
population (gender and college).
The author in [14] states that SIS is critical when
managing the administrative and academic aspects of HE. TABLE I. STUDY SAMPLE’S DEMOGRAPHICS (N = 645)
Their study investigated how system quality, information Characteristic Categories n %
quality, and information presentation impact academic and
Male 120 18.6
administrative staff satisfaction. Data collected from 120 users Gender
were evaluated using factor analysis and regression, revealing Female 525 81.4
that system quality and information quality have significant Business Studies 307 47.6
indirect effects on user satisfaction while information delivery Health Sciences 89 13.8
does not directly or indirectly. The author in [23] evaluated
College Basic Education 135 20.9
SIS performance toward improving the current SIS
productivity at Kalinga State University using an interview- Technological Studies 79 12.2
based approach to elucidate students, administrators, and Nursing 35 5.4
instructors' perceptions. The system was found to satisfy five
usability factors: usefulness, functionality, reusability, B. Research Instruments
maintainability, and security. This study used both quantitative and qualitative
approaches to assess the UX of PAAET’s SIS. A focus group
B. User Experience (UX) was conducted before administering the online questionnaire
Usability and UX are often confused. The author in [24] to the entire study population.
believes that usability is mainly concerned with the functional
part of a system. At the same time, UX is related to how the 1) Focus group: A focus group was administered to gain
users interact with a system that involves the user’s feelings confidence in a tentative UX questionnaire that is to be used
and attitudes. Similarly, [13] claimed that UX focuses on as a tool to evaluate the UX of the SIS. A single face-to-face
understanding users, their needs, interests, strengths, and focus group session was administered by a facilitator at the

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College of Business Studies (CBS), one of PAAET’s colleges, 3) Research procedures: The researchers developed the
during the fall term of the 2019-2020 academic year. Sixteen quantitative UX questionnaire and conducted the qualitative
CBS students with over 30 credits were chosen randomly to focus group discussion. The focus group session was
participate in the focus group session to validate the organized and run by a facilitator who began by stating the
questionnaire's statements. The questionnaire's statements study's objective and emphasized the students' feedback on
were discussed and verified in terms of content for validity by improving the SIS. Informed consent was obtained, and the
the 16 participants. Statements that seemed ambiguous or students were assured that the information extracted from their
redundant were highlighted. The resulting in-depth discussion feedback would be used for scientific research only. The
within the focus group provided further insight into the facilitator instructed the participants to introduce themselves,
students’ perceptions of the on-line system in question. The some of whom knew each other, which seemed to improve the
findings were documented in a report approved by the group dynamics. The focus group discussion was guided by
participants five days after the focus group discussion. the sequence of the statements in the UEQ. Each group of
2) Questionnaire: The questionnaire used for this study statements within a construct was carefully read out loud by
was adapted from the UEQ designed to measure UX that can different participants. The data collection relied on the
be found at www.ueq-online.org. The author in [7] reported facilitator’s notetaking during team discussions and the
that the UEQ reliably depicts six UX dimensions, including participants' written comments. The session lasted for about
attractiveness, efficiency, perspicuity, dependability, 50 minutes.
stimulation, and novelty. For this study, the authors chose to
The focus group feedback was analyzed using the ―three
use the six dimensions differently than described in the coding‐framework‖ reported by [31] . This helped to
handbook while still following its recommendations to "use understand the current state, problems, and opportunities for
terms that fit the language of your stakeholders" [7]. The items the system and help shape the questionnaire's final statements.
were modified to reflect the specific nature of PAAET The focus group students simultaneously found the statements
students. The rationale was explained in short sentences, in the questionnaire clear, easy to follow, and doable.
rather than singular words, to avoid students questioning the Nevertheless, they all have agreed on the need to merge/delete
meaning of the phrase, which is the expected behavior of some statements, as shown in Table IV.
PAAET students, confirmed by the focus group. Fifty students The focus group session helped to shape the final version
piloted the adapted UX questionnaire during the fall semester of the questionnaire. The questionnaire was administered
of the 2019-2020 academic year while the focus group was online during the fall term of the 2019-2020 academic year.
administered. The objective was to find any ambiguity in the After obtaining approval from PAAET’s higher
statements and alter them accordingly. The final version of the administration, the questionnaire was distributed to all faculty,
questionnaire, consisting of 23 statements mapped onto six who, in turn, were instructed to forward it to their students.
scales, was shaped by the focus group's findings and the pilot Responses were collected over seven days. The results were
analyzed using SPSS and frequency, percentage, mean,
study.
standard deviation (SD) was used in the analysis.
The final questionnaire used in this study consists of seven
parts. Part 1 collects students' demographic information TABLE II. CORRELATION BETWEEN UX DIMENSION
(gender and college). Parts 2 to 7 evaluate the UX of the SIS
Dimension Correlation
system and assess the six usability dimensions rated using a
five-point Likert-type scale (1 = Strongly Disagree, 2 = Attractiveness 0.837**
Disagree, 3 = Neutral, 4 = Agree, and 5 = Strongly Agree). Efficiency 0.839**
The questionnaire was developed to measure students' Perspicuity 0.795**
perceptions of PAAET’s SIS. A pilot study was conducted to Dependability 0.892**
test the validity and reliability of the questionnaire. The
Stimulation 0.901**
questionnaire's internal consistency was confirmed by
determining the correlations between each theme and the Novelty 0.867**
questionnaire's total score, obtained from surveying 50 **p < 0.01

students. The researchers used SPSS to calculate the

correlation coefficients in Table II. The correlations between TABLE III. CRONBACH'S ALPHA OF EACH UX DIMENSION
the individual dimensions and the overall score were high (p < Dimension No. of Items Cronbach's Alpha
0.01) and ranged from 0.795 to 0.901, indicating high internal Attractiveness 4 0.90
reliability and construction integrity.
Efficiency 5 0.86
Similarly, the questionnaire's reliability was established by Perspicuity 6 0.74
calculating the Cronbach’s alpha for each dimension using Dependability 10 0.85
SPSS (Table III). The questionnaire's dimensions exhibited a
Stimulation 5 0.82
high degree of reliability, with coefficients that ranged from
0.74 to 0.93. The total Cronbach's alpha score was 0.96; Novelty 4 0.93
therefore, the questionnaire was reliable and generalizable. Total Score 34 0.96

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TABLE IV. CHANGES MADE TO THE QUESTIONNAIRE item E1 ―All system commands are executed quickly‖ was
Dimension Action ranked lowest with a mean value of 2.78, which was below
Attractiveness Merge statements 1, 2, and 3 and use only statement 1 students’ expectations. Efficiency is essential to usability,
Efficiency No changes
which measures how quickly users can accomplish their tasks
Perspicuity Merge statements 10 and 11 in one statement
Dependability No changes and, as such, positively impacts system quality [37]. The
Stimulation Delete statement 19 efficiency dimension was ranked lowest with an overall mean
Novelty Delete statement 21 value of 3.10. This indicates that students are neutral to agree
that the SIS is efficient slightly.
IV. RESULTS AND DISCUSSIONS
3) Perspicuity: Perspicuity refers to the simplicity of the
A. Students’ Perceptions of the SIS system, easy to use, and easy to learn. Table VII shows five
This section presents the results of the analysis of students’ items used to investigate perspicuity. Item P2 ―It is necessary
perceptions of the SIS. Tables V to X include 23 items to have a clear explanation of how to use the SIS‖ ranked
distributed in the six dimensions: attractiveness; efficiency; highest with a mean value of 4.07. In contrast, item P1
perspicuity; dependability; stimulation; and novelty. The indicated that students were neutral concerning whether they
tables presented in the following sub-sections show the received enough training to use the SIS and ranked the lowest
percentages, means, standard deviations (SD), and ranks of the (mean = 3.18). Perspicuity considers how easy it is for users to
items within the dimensions according to their mean values. learn to perform a task using the interface and how easy it is to
1) Attractiveness: Attractiveness refers to whether the remember how to perform it. This dimension was ranked the
system looks appealing and pleasant to the user. Table V lists highest of the dimensions with an overall mean value of 3.58,
the three items used to investigate the attractiveness which indicated that students moderately agree that the system
dimension. The mean values of items A1 were the highest, is easy to use and learn.
which indicated that the system screen was exciting (mean = Learnability is measured by the level of ease with which
3.29). Item A2 that the SIS was interesting, came in second users become proficient at using a system [38]. The author in
(mean = 3.20), while A3 "The SIS interface is attractive" [39] stated that learnability is one of the five quality
scored the lowest in this dimension (mean = 2.95). Visual dimensions of usability; the others are efficiency,
design is a non-functional element designing interfaces and memorability, satisfaction, and error. Students moderately
confers attractiveness to any given system [32, 33]. The agreed that the SIS was easy to use, systems commands were
analysis of students' responses summarized in Table V, understood, and the system can be used without the help of
revealed that the SIS’ attractiveness was marginally others. During the focus group session, a few students
appreciated. The attractiveness dimension was ranked fifth of suggested conducting training and orientation sessions on
using the system’s functions. Others said that they did not use
the six dimensions as the mean value was 3.14, slightly higher
all the system functions, focusing on basic functions that allow
than the neutral point 3.0. registrations and viewing their grades and schedules.
Aesthetics is a set of principles that relate to a design’s According to [40], the learnability and user-friendliness of a
attractiveness. The visual design includes consistency, color, system are inversely proportional to the amount of training
association, pattern, scale, outline, and visual weight. It time needed for its use. Focusing on the design helps to
engages users by helping them to perform the correct increase learnability and ease of use by allowing users to
functionality on the system smoothly [34]. System designers understand the interface quickly without training. Besides,
should use aesthetics to enhance their designs’ usability, consistency in interface design makes the system’s menus and
innovation, and attractiveness [35, 33]. Visual design is a commands well organized and easy to use; inconsistencies can
crucial success factor; however, its importance has changed confuse systems.
over time. The author in [36] investigate the dynamics Training and guidance are critical issues for the proper use
between the significance and the attractiveness dimensions of of technology in educational institutions. It is stressed by [41,
software product features and their influence on user 42], that colleges and universities should provide adequate
satisfaction. The study provided useful insight into the trade- training and guidance for students and advisors to use and
offs between the attractiveness and importance dimensions utilize the systems' tools and functions.
and informs which features should be focused on evolving
software products. 4) Dependability: Dependability refers to whether the user
feels in control of the system and the interaction with the
2) Efficiency: Three questions were used to examine the
system is predictable. Table VIII includes four items used to
efficiency of the SIS (Table VI). Efficiency implies that users
investigate dependability, namely, system reliability,
can perform their tasks quickly and without unnecessary
expectancy, accuracy, and security. The students’ responses to
effort. As for students' responses, item E2 ―I believe that the
item D4, ―The SIS is secured‖ (mean = 4.02) were the highest.
SIS meets my requirements‖ was ranked highest with a mean
In contrast, item D3 ―The SIS meets my expectations,‖ ranked
value of 3.27, which indicates that the SIS is marginally
lowest with a mean value of 3.17. The dependability
efficient and meets students' needs. Item E3 also showed that
dimension ranked third of the six dimensions with a mean
the SIS was ranked slightly effective (mean = 3.26). However,

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value of 3.51. This indicated that students moderately agree students moderately agreed that the system was stimulating.
that the system is trustworthy. To achieve a successful design that has a positive impact on
the user and achieves a business objective, persuasive
Dependability is a non-functional property of a system
derived mainly from whether users can trust the system. An elements must be explicitly considered in the context of the
alternative concept that also contributes to dependability is behavior that the application seeks to influence; and this must
avoiding system failures that are more frequent and severe take place in the early stages of the design process. The author
than acceptable [43]. Dependability encompasses many in [46] listed motivational drivers for system developers,
attributes, such as the system’s reliability, availability, which are an excellent place to start with any application:
durability, accuracy, and security [44]. Software designers ―collecting, connecting, achievement, feedback, reciprocity,
should value this dimension highly because dependable and blissful productivity.‖
software is often praised and recommended by its users. The 6) Novelty: Novelty reflects whether a system is
author in [45] claims that dependability can provide services innovative and creative. Four items are shown in Table X
that can be trusted defensibly within a given timeframe.
investigating novelty. From the mean values of each item, the
5) Stimulation: Stimulation queries whether the system is students' responses to item N3 ―The SIS is technically
exciting, motivating, and fun to use. The four items in Table advanced‖ ranked highest with a mean value of 3.51. This
IX show that the SIS was moderately stimulating. Item S2, indicated that students slightly agree that the system is novel.
―Displaying the number of courses that I have completed, and Novelty can catch the user's attention and is defined by [26] as
the remainder is valuable,‖ ranked first (mean = 4.16). ―The quality of being new, original, or unusual.‖ Software
Second, item S3’s mean score of 3.57 indicated that the SIS novelty can help a system be noticed among the many other
motivated students to do better. Item S4, ―The SIS is an systems and applications; however, to do so, the system must
interesting system," ranked lowest with a mean value of 3.22. also be useful for users. Reference added other aspects of
The stimulation dimension was ranked second of the six novelty that contribute to UX, such as creation, invention, and
dimensions with a mean value of 3.55. This indicated that innovation.
TABLE V. STUDENTS' PERCEPTIONS OF THE SIS’S ―ATTRACTIVENESS"

Strongly
Disagree Neutral Agree Strongly Agree Rank
Disagree

Questions Freq. % Freq. % Freq. % Freq. % Freq. % Mean SD

No.
A1 The screen of SIS is exciting. 68 10.5 83 12.9 176 27.3 232 36.0 86 13.3 3.29 1.168 1
A2 SIS is an interesting system. 95 14.7 95 14.7 134 20.8 228 35.3 93 14.4 3.20 1.276 2
A3 The SIS interface is attractive. 96 14.9 142 22.0 180 27.9 155 24.0 72 11.2 2.95 1.225 3

TABLE VI. STUDENTS' PERCEPTIONS OF THE SIS’S ―EFFICIENCY‖

Strongly Strongly
Disagree Neutral Agree Rank
Questions Disagree Agree Mean SD
No. Freq. % Freq. % Freq. % Freq. % Freq. %
E1 All system commands are executed quickly. 172 26.7 133 20.6 87 13.5 169 26.2 84 13.0 2.78 1.418 3
I believe that the SIS meets my
E2 87 13.5 96 14.9 118 18.3 245 38.0 99 15.3 3.27 1.270 1
requirements.
E3 I think the SIS is practical and effective. 90 14.0 94 14.6 126 19.5 230 35.7 105 16.3 3.26 1.284 2

TABLE VII. STUDENTS’ PERCEPTIONS OF THE SIS’S ―PERSPICUITY‖

Strongly Strongly
Disagree Neutral Agree Rank
Questions Disagree Agree Mean SD
No. Freq. % Freq. % Freq. % Freq. % Freq. %
P1 I got enough training on how to use the SIS. 87 13.5 122 18.9 109 16.9 239 37.1 88 13.6 3.18 1.270 5
It is necessary to have a clear explanation
P2 32 5.0 31 4.8 62 9.6 257 39.8 263 40.8 4.07 1.068 1
of how to use the SIS.
The SIS can be used, and its contents
P3 52 8.1 114 17.7 132 20.5 205 31.8 142 22.0 3.42 1.234 4
understood without the help of others.
The commands and links on the SIS are
P4 31 4.8 75 11.6 135 20.9 275 42.6 129 20.0 3.61 1.077 3
clear and understandable.
P5 The SIS is an easy-to-use program. 43 6.7 83 12.9 119 18.4 237 36.7 163 25.3 3.61 1.184 2

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TABLE VIII. STUDENTS' PERCEPTIONS OF THE SIS’S ―DEPENDABILITY‖

Strongly Strongly
Disagree Neutral Agree Rank
Questions Disagree Agree Mean SD
No. Freq. % Freq. % Freq. % Freq. % Freq. %
The SIS performs my registration
D1 50 7.8 92 14.3 134 20.8 257 39.8 112 17.4 3.45 1.161 2
accurately.
D2 The SIS is reliable. 71 11.0 89 13.8 129 20.0 227 35.2 129 20.0 3.39 1.256 3
D3 SIS meets my expectations. 84 13.0 119 18.4 144 22.3 200 31.0 98 15.2 3.17 1.264 4
D4 The SIS is secured. 30 4.7 16 2.5 90 14.0 286 44.3 223 34.6 4.02 1.002 1

TABLE IX. STUDENTS' PERCEPTIONS OF THE SIS’S ―STIMULATION‖

Strongly Strongly
Disagree Neutral Agree Rank
Questions Disagree Agree Mean SD
No. Freq. % Freq. % Freq. % Freq. % Freq. %
S1 The SIS is stimulating. 67 10.4 108 16.7 163 25.3 215 33.3 92 14.3 3.24 1.196 3
Displaying the number of courses that I
S2 have completed, and the remainder is 17 2.6 31 4.8 70 10.9 243 37.7 284 44.0 4.16 0.977 1
valuable.
The SIS motivated me to perform better in
S3 50 7.8 69 10.7 151 23.4 216 33.5 159 24.7 3.57 1.192 2
my courses.
S4 The SIS is an interesting system 83 12.9 105 16.3 147 22.8 204 31.6 106 16.4 3.22 1.266 4

TABLE X. STUDENTS’ PERCEPTIONS OF THE SIS’S ―NOVELTY‖

Strongly Strongly
Disagree Neutral Agree Rank
Questions Disagree Agree Mean SD
No. Freq. % Freq. % Freq. % Freq. % Freq. %
N1 The SIS is an innovative system. 57 8.8 121 18.8 158 24.5 193 29.9 116 18.0 3.29 1.215 2
N2 SIS is a creative system. 78 12.1 133 20.6 153 23.7 191 29.6 90 14.0 3.13 1.237 4
N3 The SIS is technically advanced. 63 9.8 71 11.0 123 19.1 251 38.9 137 21.2 3.51 1.218 1
N4 SIS is an innovative program. 75 11.6 113 17.5 153 23.7 202 31.3 102 15.8 3.22 1.241 3

During the focus group session, some students expressed For the six dimensions, the means ranged from 3.10 to
that while the SIS allowed them to achieve their intended goal, 3.58, with an overall average of 3.36. Three dimensions were
the interface looks traditional and boring. Some said the SIS above 3.5, which suggests that the SIS was slightly
does not provide intelligent ―what if‖ scenarios concerning appreciated. With the ongoing evolution of tools and
course requirements and scheduling or suggestions to boost applications, software improvements are essential, and
their GPAs. An intelligent expert can provide personalized research must best inform the most pressing. Emphasis should
support to each student and creates a virtual collaborative be placed on the efficiency, attractiveness, and novelty
environment that includes advisors, students, registrars, and IT dimensions of this SIS.
staff to ensure that the SIS effectively contributes to student
success. It is essential to inject creativity into the design of
these systems. The author in [47] stresses that creative design
can improve the efficiency and utilization of a system and
claim that there are benefits to using creative approaches to
design and develop innovative new models for software
presentation and information retrieval.
B. Comparison of UX Dimensions
The results of the analysis revealed that the students had a
marginally positive perception of the SIS. A comparison of the
six dimensions of UX is illustrated in Fig. 1. The mean values
are used to indicate the level of the six dimensions of UX: Fig. 1. Mean Values of the UX Dimensions.
perspicuity, mean 3.58; stimulation, mean 3.55; dependability,
mean 3.51; novelty, mean 3.29; attractiveness, mean 3.14; and
efficiency, mean 3.10.

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V. CONCLUSIONS AND FUTURE DIRECTIONS ACKNOWLEDGMENT

The current study investigated the UX of an SIS, a key This research was supported and funded by the Public
platform in any contemporary academic institution's operation, Authority for Applied Education and Training, project
by analyzing students’ perceptions. The strengths and number: BS-19-03.
weaknesses of the design/usability/UX provided by the SIS
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