Evaluating The User Interface and Usability Approa

International Journal of Information Technology and Web Engineering
Volume 18 • Issue 1
Evaluating the User Interface and Usability

Approaches for E-Learning Systems
Jehad Saad Alqurni, Department of Educational Technologies, College of Education, Imam Abdulrahman Bin Faisal
University, Dammam, Saudi Arabia*
https://orcid.org/0000-0002-4834-9039
ABSTRACT
E-learning offers an experience that is not constrained by time or geography. Owing to the
advancements in technology and accessible computing, users have several ways to interact with
e-learning programs. Therefore, usability approaches are crucial for the success of an e-learning
application or a website. This study investigates various user-interface usability evaluation methods
(UEM) and distribution of e-learning web-based applications, such as Moodle, Blackboard, Learning
Management System (LMS), Zoom, Google Classroom, Facebook, and other online programs that
exist for online education. To evaluate the usability features of online educational apps and websites,
including their effectiveness and usability for students, a survey was conducted to collect responses
on online education.
Keywords
Blackboard and Moodle, E-Learning Systems, Learning Management System, Software Usability Evaluation,
User Interface
INTRODUCTION
Technology has transformed education, with e-learning systems offering flexible and convenient
study. However, user interface and usability strategies greatly impact these systems’ success (Alshehri
et al., 2019; Hussain & Mkpojiogu, 2016). An easy-to-use interface and good usability can improve
learning and engagement. In this study work, the authors examine e-learning system user interface
and usability approaches to find the most effective and modern methods. The COVID-19 epidemic
has made remote learning the norm, making e-learning systems more widespread (Hussain et al.,
2015; Nakamura et al., 2017).
Thus, best practices for creating e-learning interfaces and usability strategies to enhance learning
outcomes are essential. Effective e-learning system user interface design requires a visually appealing
and easy-to-use interface (Alghabban & Hendley, 2022; Nakamura et al., 2017). Modern methods
like responsive design, which adapts to different screen sizes and devices, improve user experience.
Multimedia components like films, interactive graphics, and animations can also improve learner
engagement. E-learning system effectiveness is also assessed using usability testing. Automatic
DOI: 10.4018/IJITWE.333638 *Corresponding Author

This article published as an Open Access article distributed under the terms of the Creative Commons Attribution License
(http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and production in any medium,
provided the author of the original work and original publication source are properly credited.
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usability testing uses automated techniques to imitate user interactions and provide objective feedback
to evaluate the interface’s usability (Alghabban & Hendley, 2022; Onacan & Erturk, 2016). This
method can reduce evaluation time and identify and fix usability concerns. Interface design for
e-learning systems should also include accessibility and inclusion. Features like text-to-speech, font
size adjustments, and color contrast can make these systems more accessible to learners of diverse
abilities and styles.
Usability is vital to software development and determines system success and user happiness.
Software usability research and trends must be understood as technology evolves. This research
study (Almazroi, 2021) collects recent software usability studies and displays the most prevalent
methodology and datasets. This goal was achieved by searching six major research databases for 9,874
research publications. After careful screening, 62 primary studies were chosen using evidence. This
research is based on these primary investigations, which illuminate software usability. Experimental
and theoretical validations were used in the selected papers, with experiments being the most common.
Usability studies are particularly common in web, software development, and mobile apps, reflecting
their expanding importance in the software business. This research paper uses a systematic mapping
study to provide a comprehensive overview of software usability studies, highlighting current
methodologies and offering researchers and practitioners valuable insights and directions for future
research (Kumar et al., 2022).
Technology has transformed education with e-learning platforms for students and teachers. The
usability and efficacy of these technologies remain important. This research article (Yang et al., 2023)
intends to create a revolutionary e-learning system that fits student and instructor requirements and is
interesting. This proposed approach aims to improve users’ technology tool understanding and feature
use. Doing so should increase learning results and user happiness. A detailed survey of students and
employees from many professions was undertaken to attain these goals. The survey was conducted
from October 2nd to October 25th, 2022, with 100 students providing their e-learning system usability
thoughts. In this study, the authors discuss survey datasets and data analysis and interpretation
methods. This will inform the design and development of the unique e-learning system, improving
usability and user experience. Overall, this study aims to improve e-learning systems by addressing
obstacles and presenting creative solutions for usability and effectiveness. Moreover, e-learning
website usability improves user experience and online education effectiveness. Weak communication
between the user’s mental model and the designer’s perception makes it difficult to improve these
systems’ usability. This study (Ain, 2016) provides a user-minded e-learning usability evaluation
paradigm to address this issue. Bridge the gap between user knowledge and designer perception to
improve e-learning website usability. Researchers used virtual testing to evaluate e-learning platforms’
usability and accessibility. This research used VULMS and Coursera, two popular e-learning systems.
These platforms’ usability and accessibility were measured by the virtual testing tool. Testing found
and recorded XML and XHTML problems. Virtual testing identified problems in VULMS and
Coursera’s HTML and XML scripts. Identifying and fixing these issues improves the usability and
accessibility of e-learning websites. This study article discusses how user mental models and virtual
testing improve e-learning website usability.
Another study (Estrada Molina et al., 2022) examines how educational technology can be used
to teach secondary and higher education mathematics. Digital educational tools and virtual learning
environments and game-based learning are studied. The research technique used PRISMA and a
comprehensive search strategy using Scopus, IEEE Xplorer, Springer, and the ACM Digital Library.
Most usability assessments employ the ISO/IEC 9241-11 standard, according to 47 major research
articles. The research shows that usability criteria and technical processes are not integrated. Math
education uses ISO 9241-11:2018 and ISO-IEC 9126-1:2004 standards, whereas game-based learning
uses ISO 9241-11:2018 to assure efficiency, efficacy, and usability. To ensure usability integration,
digital educational resources and VLE scenarios use ISO-IEC 9126-1:2004 and ISO-IEC 9241-
11:2018 standards and processes. Moreover, in this study (Kostadinov & Stojmenovska, 2022) the
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authors analyze e-learning systems and their main features. The paper discusses common patterns
and methods used to maintain and add to existing systems as well as new technologies and strategies
to improve and stabilize them. The writers used Mendo and Bebras for research. The article offers
many real-world use cases that demonstrate how to maintain, extend, and develop e-learning systems
while maintaining privacy and usability (Abdulkhudhur et al., 2019; Ferreira et al., 2020; Ghatasheh,
2015; Islam et al., 2019; Sulaiman et al., 2018). This study seeks to inform e-learning platform
developers and managers. By reviewing the pertinent studies, this research paper (Koi-Akrofi et al.,
2020) examines distance, blended, and online learning (DBOL) problems. Over 65 publications from
Google Scholar, ResearchGate, Academia.edu, Google Search Engine, and Elsevier were reviewed
by the authors. Searches centered on distance education, online learning, blended learning, and
internet-based learning. The study compares DBOL models and lists 11 obstacles that fall into six
categories: infrastructure, IT skills, self-discipline, content, policy, and social (Ahmad et al., 2020;
Curcio et al., 2019; Junus et al., 2015; Keselj et al., 2022). The authors stress the importance of a
good policy, proper infrastructure, and stakeholder training for DBOL adoption.
Likewise, a thorough mapping examination of mobile app software usability studies is presented
in this research report (Weichbroth, 2020). The study collected 790 documents from 2001 to 2018
using Scopus. One of the important conclusions of the data analysis is that the HCI community has
largely adopted and established the ISO 9241-11 usability definition as the standard. This suggests
usability researchers share a common understanding. The study also examined 75 usability attributes.
These factors are crucial for mobile app usability evaluation. The study also outlines usability
evaluation’s main research approaches. Controlled observation and surveys were the most prevalent
approaches, while eye-tracking, thinking aloud, and interviews were used less but were useful for
gathering additional data (Favale et al., 2020; Habeeb et al., 2020; Ramadan & Habeeb, 2023). This
research illuminates the present state of software usability studies, particularly on mobile apps, and
its methods and attributes. Moreover, the goal of the research study (Miya & Govender, 2022) is to
examine the connection between the entire learning environment in higher education and the user
experience (UX) and user interface (UI) design of e-learning platforms. A thorough evaluation of the
body of research on the usability of e-learning platforms in tertiary institutions was undertaken for
the study. Based on predetermined criteria, a total of 25 papers were chosen from databases including
ERIC and Google Scholar. According to the research, it is crucial for successful learning in e-learning
systems to pay attention to interface design and user experience.
Figure 1 shows how to assess e-learning system UI usability. Multiple components evaluate the
system’s UI’s efficacy and efficiency. The online usability environment hosts many evaluation tasks.
This environment can be web-based or mobile, depending on e-learning system accessibility. The
evaluation focuses on the e-learning system. This technology lets users interact with instructional
content and complete tasks. E-learning system UIs are evaluated to ensure they are intuitive and easy
to navigate and enable effective learning. User feedback is collected through questionnaires, surveys,
and interviews. These tools help assessors understand users’ UI usability opinions. Questions can
address ease of use, satisfaction, and UI support for learning goals. In addition to user feedback, the
e-learning system may track student actions. UI interactions are tracked by these systems, providing
extra data for review. This data can be used to improve the UI or test design modifications. Figure
1 shows an iterative evaluation approach to improve e-learning system UI usability. User feedback,
data analysis, and design changes can improve the system to match learners’ needs and improve their
learning experiences.
The contributions of this study are as follows:
1. The study evaluates e-learning system user interface approaches. Studying and assessing these
methodologies reveals the efficacy, efficiency, and usability of e-learning user interfaces.
2. The paper discusses recent e-learning user interface design methods. It offers cutting-edge ways
for creating user-friendly and intuitive interfaces, improving learning.
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Figure 1. Framework for user-interface usability evaluation in e-learning systems
3. The research paper also discusses e-learning software usability. It emphasizes the need of creating
intuitive, attractive, and learning-friendly interfaces.
4. E-learning interface design principles are also covered in the article. Developers can utilize its
recommendations to create interfaces that improve user engagement and learning.
5. E-learning system automatic usability testing is another key addition of the research article. It
covers automated methods for assessing e-learning interface usability, saving time and resources.
6. Case studies and practical examples demonstrate the efficacy of the studied user interface
and usability methodologies. It supports the recommended methods by showing real-world
implementations and their effects on e-learning system usability.
7. Finally, the research work advances e-learning user interface and usability expertise. This resource
helps academics, researchers, and practitioners enhance e-learning systems by consolidating
current research and delivering new insights.
In the subsequent sections of this study, the authors shall explore diverse facets of e-learning
systems. The second offers an extensive examination of the literature, encompassing a thorough
overview of prior research and scholarly investigations within the discipline. This section provides a
fundamental basis for comprehending the present condition of e-learning and its ramifications. In the
subsequent section, the focus shifts towards the design of the e-learning interface, with a particular
emphasis on exploring the usability challenges that are commonly encountered in these types of
systems. This section provides a critical analysis of the significance of user-friendly interfaces in
e-learning systems and investigates potential obstacles that users may face. The fourth section of this
paper is dedicated to discussing the research methodology utilized in this study, providing insight
into the approach adopted for data collection and analysis. This section provides an overview of the
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methodologies and instruments employed to ascertain the precision and credibility of the results. The
research findings are presented in subsequent sections, followed by a full discussion. The purpose
of these sections is to analyze the obtained data, identify significant trends and patterns, and provide
insights into the implications and potential uses of the findings. In conclusion, this paper presents a
summary of the primary findings and offers a discussion on potential avenues for future research and
growth within the realm of e-learning. This section provides a guide for researchers and practitioners
who are interested in making further progress in the discipline.
LITERATURE REVIEW
The use of e-learning systems has grown in popularity in recent years as they offer people a flexible
and practical way to learn new things (Alshehri et al., 2019; Hussain et al., 2015; Hussain &
Mkpojiogu, 2016). However, the usability of these systems’ user interfaces is crucial to their success.
With an emphasis on contemporary usability techniques, this literature analysis intends to assess user
interface and usability approaches for e-learning systems. The usability of e-learning systems has been
extensively evaluated using conventional usability techniques like heuristic evaluation and cognitive
walkthrough. Heuristic evaluation is a technique used by experts to compare a system to a set of
predetermined usability principles (Alghabban & Hendley, 2022; Hussain et al., 2015; Nakamura et
al., 2017). On the other side, a cognitive tour examines users’ sequential interactions with the system.
These techniques have offered insightful information regarding the usability problems with e-learning
systems. User-centered design (UCD) is a methodology that incorporates users at every stage of the
design process to guarantee the system’s usability. It underlines how crucial it is to comprehend user
demands and preferences in order to design a user-friendly interface. In order to evaluate e-learning
systems, UCD techniques like user interviews, surveys, and usability testing have been used with
effectiveness. UCD ensures that the system satisfies users’ expectations and improves their learning
experience by including users in the design process (Alghabban & Hendley, 2022; Nakamura et al.,
2017; Onacan & Erturk, 2016).
The analysis of the research productivity, demographics, trends, and difficulties in software
usability studies is the main goal of the review by Almazroi (2021). By reviewing research articles on
software usability that were published between 2011 and 2020, the writers of this article carried out
a methodical mapping analysis. They carefully chose 62 papers from a starting pool of 9,874 papers
depending on their inclusion or exclusion criteria. The research trends, methodology, and application
fields in software usability studies were then determined by analyzing the chosen publications.
The most widely utilized validation methodologies in software usability studies, according to the
authors, were theoretical and experimental validations. This shows that when assessing the usability
of software programs, researchers frequently use controlled trials or theoretical frameworks. The
survey discovered that the most popular application fields for usability assessments were the web,
software development, and mobile applications. This demonstrates the rising significance of usability
in various fields. Web, software development, and mobile apps are identified as the most popular
domains for usability studies, and the study by the authors emphasizes the popularity of experiments
and theoretical validations as frequent validation methodologies. However, it is crucial to consider the
study’s constraints, such as its short period and any potential bias in the paper selection. In order to
better understand and improve software usability, future research should concentrate on incorporating
field investigations and usability testing of scientific software programs.
Another study by Yang et al. (2023) focuses on the design and usability testing of a new
e-learning system. The authors note the difficulties professors and students have using current
e-learning platforms and seek to address these problems with their innovative solution. To acquire
information and assess the usability of their system, the authors in this case used a mixed-methods
strategy. Surveys, questionnaires, and interviews were used as data collection techniques. The poll,
which was performed between October 2 and October 25, 2022, was aimed at students and workers
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with a range of professional backgrounds. The poll received responses from 100 students in total, and
data was gathered using Google Forms as the platform. The survey link was disseminated on social
media sites like Instagram and WhatsApp groups. The results of the data collecting techniques, such
as surveys and interviews, probably gave important insights into the problems that users faced and
their recommendations for enhancing usability. In order to evaluate the effectiveness and wider usage
of the suggested system, more study and evaluation are required.
In addition, the study by Ain (2016) concentrates on the creation of a model for evaluating the
usability of online learning that is based on the mental model of the user. The goal of their strategy
was to close the communication gap between consumers and designers, as this gap frequently prevents
the usability of a product from being improved. In order to assess the usability of e-learning websites,
the authors chose the Virtual University Learning Management System (VULMS) and the Coursera
global learning management system as case studies. The websites’ accessibility was noted as a crucial
element in enhancing usability. While the study involves reviewing the chosen e-learning websites
using a task analysis method. The websites were assessed by the researchers using a number of
usability criteria, and points were given to indicate how well they performed. While Coursera scored
only six points for the same activity, VULMS received eight points, suggesting a substantially greater
degree of usefulness. The results highlight the value of accessibility and suggest using assistive
technology to improve usability, especially for users who are physically challenged. The efficiency
of the suggested technique needs to be confirmed, and any potential drawbacks must be addressed,
through additional investigation and testing.
In addition, Estrada Molina et al. (2022) try to determine the international standards and
norms of usability utilized in educational technology for teaching mathematics at secondary and
higher education levels. Their research focuses on two scenarios: game-based learning and digital
educational resources and virtual learning environments (VLEs). The authors used databases like
Scopus and IEEE Xplorer as well as the Springer Publishing House and the ACM Digital Library,
adhering to the PRISMA standard and conducting a thorough search. The goal of the search
technique was to locate original research on usability in relation to mathematics education. For
analysis, a total of 47 main studies were chosen. The results show that the usability-focused ISO/
IEC 9241-11 standard was primarily applied in the chosen research. The researchers discovered a
gap in the combination of engineering processes with usability assessment criteria. The ISO/IEC
9126-1:2004 and ISO 9241-11:2018 standards were predominantly used in the main studies on
the teaching of mathematics. The ISO 9241-11:2018 standards were applied in the game-based
learning scenario, along with protocols that made sure efficiency, effectiveness, and usability were
integrated. The ISO/IEC 9126-1:2004 and ISO/IEC 9241-11:2018 standards were used in the case
of digital educational resources and VLEs, along with procedures that ensured the integration
of efficiency and ease of use; effectiveness and ease of use; ease of use and accessibility; and
efficiency, ease of use, accessibility, and effectiveness. The results also highlight the necessity of
integrating technical approaches with usability assessment criteria.
Similar to this, the study by Kostadinov and Stojmenovska (2022), offers an overview of e-learning
systems along with their common characteristics, recurring patterns, and methods for preserving
and enhancing them. Their article also covers techniques and advancements in e-learning system
performance and stability. To demonstrate how e-learning systems may be updated, expanded, and
enhanced over time without sacrificing privacy and usability, the authors give a number of application
cases. The authors of this work review and summarize the results of earlier research to offer a thorough
overview of typical methods for creating extensible e-learning systems (Abdulkhudhur et al., 2019;
Ghatasheh, 2015). The findings of this study, however, were based on a survey of 100 students who
were split into two groups: experimental and control. According to the results, 70% of the students
strongly support using web applications for online learning. Similar to this, (Koi-Akrofi et al., 2020)
study paper (Ghatasheh, 2015) focuses on the difficulties that come with distance, blended, and
online learning (DBOL) modes. To identify and characterize the differences between these styles
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and the difficulties they offer, the authors undertook a study of the literature and examined more
than 65 publications. In contrast, the methodology employed in this work includes gathering papers
from a variety of sources, including Elsevier, Academia.edu, ResearchGate, Google Scholar, and
Academia.edu. To determine the DBOL difficulties, around 35 categories or sets of study results
were examined. The study’s findings identified 11 DBOL problems, which were further divided
into six themes. These themes include a lack of infrastructure, a lack of IT expertise, issues with
self-discipline, content challenges, policy concerns, and social problems (Curcio et al., 2019; Junus
et al., 2015). Each obstacle is briefly discussed in the report along with how it may affect DBOL.
Weichbroth (2020) intends to explore the usability of mobile applications through a methodical
review of the literature. The ISO 9241-11 definition was used by the authors as the starting point for
evaluating the usability of mobile applications. A total of 790 documents were indexed by the Scopus
database, and from these, 75 unique usability-related features were found. Efficiency (70%), contentment
(66%), and effectiveness (58%) were found to be the most often reported criteria and were all drawn
from the ISO 9241-11 standard. Learnability, cognitive load (19%), memorability (23%), errors (17%),
simplicity (13%), and ease of use (9%), in contrast, were the less often mentioned qualities. The study’s
key finding was that a sizable number of the documents, approximately 91% of them, lacked a precise
definition of usability. This emphasizes how important it is for academics and industry professionals to
provide a uniform definition of usability in order to ensure consistency and comparability among studies
in the area of mobile application usability. A total of 790 documents that were indexed in the Scopus
database made up the dataset used in this study. An extensive search and analysis of pertinent literature
were part of the approach used, which was a systematic literature review. Based on the ISO 9241-11
standard, the authors selected and organized the usability characteristics of mobile applications. The
study does, however, have certain shortcomings. First off, relying exclusively on the Scopus database
might have prevented the authors from including pertinent literature from other sources. The study also
ignored other crucial elements like accessibility and security in favor of concentrating only on usability-
related characteristics (Favale et al., 2020; Habeeb et al., 2020; Ramadan & Habeeb, 2023). Finally,
the conclusions may have been biased because most of the texts examined lacked a clear definition of
usability. Overall, this study report underscores the necessity for a uniform definition of usability in the
industry and offers insightful information about the characteristics of mobile application usability. It
offers the foundation for follow-up studies to look into and enhance the usability of mobile applications.
The study by Miya & Govender (2022) examines how the user interface (UI) and user experience (UX)
of e-learning platforms affect the learning process in higher education. In order to pinpoint common
problems and achievements, the authors carried out a systematic evaluation of studies on the usability
of e-learning platforms at higher institutions. The study examined the impact of UX/UI on e-learning
in higher education using a snapshot of research from the previous five years. The ERIC and Google
Scholar databases of journals, along with a set of predetermined selection criteria, were used by the
authors to investigate 25 papers. This work employs a systematic review of prior research on the usability
of e-learning systems as its technique. A thorough analysis of the effects of UX/UI design on e-learning
in higher education was provided by the authors after they evaluated and consolidated the results of
earlier studies. The findings of this study suggest that careful consideration of the user experience and
interface design of e-learning systems is essential for efficient learning. According to the research, an
effective UX/UI can increase students’ motivation, engagement, and happiness with e-learning platforms.
The study illustrates effective UX/UI design approaches for e-learning platforms and emphasizes the
significance of taking user wants and preferences into account during the design phase.
For the purpose of designing efficient and user-friendly learning experiences, it is essential to
assess the user interface and usability techniques for e-learning systems. Modern usability techniques,
such as user-centered design, mobile usability, gamification, and adaptive interfaces, offer fresh ways
to improve the usability of e-learning systems while also offering useful insights from traditional
usability methodologies. Researchers and designers can make more engaging and user-friendly
e-learning systems by including these strategies into the design and evaluation process.
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The software usability approaches used in e-learning are listed in Table 1, along with the selected
databases, keywords, results, and quantity of selected articles.
MATERIALS AND METHODS
Software Usability for E-Learning System

This study considers usability, UI, and user experience to examine how effectively software functions
are integrated into e-learning management systems. It uses both qualitative and quantitative knowledge.
The capabilities of interactive e-learning can be applied to integrative learning systems. The UI,
usability, and user experience evaluation of e-learning management systems can be divided into three
categories: analysis as an administrator, educator, or student.
Figure 2 shows the architecture of the usability-based e-learning system. It displays the instructor,
student, and administrator client layers, followed by the e-learning platform layer, indicating the
LMS, virtual classroom, online learning platform, and VLE. It also contained a database layer that
displayed the availability of courses, study materials, and online tests.
Eight parameters were used to determine usability characteristics found in this study. Table 2
lists the factors used in this study.
The methodology used in this study encourages students to use the application to acquire new
information. The usability framework of the e-learning system is presented in Figure 3.
All the features in the figure above are considered when the usability considerations are utilized
as a reference in the e-learning system usability evaluation.
Interface Design for E-Learning System

The UI is a factor that influences a system’s usability. Interface design principles are as important
as learning ideas and concepts in e-learning systems. Various factors affect learning, which includes
working stimuli, memory use, multimedia resources, and availability. This study developed suggestions
using the motivation and availability criteria as guidelines. Although the other two factors are more
closely related to educational materials and are not compatible with this research, they have strong
relationships with the system. Using learning stimuli should raise students’ enthusiasm to study without
the fear of punishment, forming the basis for learning motivation. The quality of higher education has
progressively increased. The curriculum, style, and positioning of learning materials, learning features,
interface, and content delivery are a few system components that can be improved to boost students’
motivation. Informal communication, color diversity in learning materials, giving learners influence
over the learning environment, and using sound and music are all possible stimulus applications. The
system’s capability to deliver the material whenever required is known as availability. Adding search
capabilities, content tagging, and cloud computing may increase availability.
Automatic Usability Testing Methods

Many usability-testing techniques require the user’s activities to be recorded while experimenting with
the interface. This can be accomplished by having the user practice the system while the evaluator
takes notes, either live or by repeatedly watching a session film. Both tasks take time. An alternative
is to use automated capture methods to automatically record user activities. Information that is
relevant yet challenging to automatically categorize, such as work completion, can be distinguished
from information that is simple to record but challenging to evaluate. Automated capture techniques
differ in the level of detail they collect.
Performance measurements and remote testing are two methodologies that provide automated data
collection within a UE usability testing class. To operate it, a UI must be instrumented and integrated
into a UI management system. Table 3 lists the automated UI support for usability testing methods.
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Table 1. List of references related to software usability methods in e-learning
No. of
Articles
Ref Selected Databases Keywords Results
on this
topic
A total of six data sources
were used.
Software engineering,
Science Direct,
systematic mapping Around 38 percent of primary
SpringerLink, Taylor, the
(Almazroi, 2021) studies, machine learning studies were conducted on 62
ACM Digital Library, IEEE
applications, and usability Software Usability.
Xplore, Google Scholar,
evaluation.
and Francis are among the
data sources.
Survey conducted through
the social media like
WhatsApp and Instagram. Target audience were
Data were gathered while E-Learning, Online employees, students, with
(Yang et al., 2023) 13
interviewing, Learning, Usability. around 100 students responding
questionnaires, and research through social media platforms.
based on the requirement
data.
Coursera had around eight
Web-based Learning XML issues. While VULMS
Usability, User
Usability Evaluation Model. had 18 errors.
Experience, Learning
(Ain, 2016) VULMS and Coursera were For Coursera, one page had 23
Adaptive, Usability
tested using Virtual testing Usability error. While for
Evaluation.
tool. VULMS, five pages had
usability issues.
Results were divided with
strongly agree and strongly
(Kostadinov & disagree among the students.
MENDO, Bebras were used E-Learning, Web-based
Stojmenovska, Around 70 students strongly 8
as the database. System, Stem Education
2022) agree with the experimental
group and 30 students strongly
agree with the control group.
Approximately 48
primary studies related
to mathematics Software
Software Usability, Around 66% in Scopus, 18% in
(Estrada Molina et usability were used.
PRISMA Protocol, Virtual IEEE, 2% in Springer, 18% in 52
al., 2022) Data sources include ACM
Learning Environment. ACM Digital Library.
Digital Library, Scopus,
IEEE Xplore, WoS, and
Springer.
Artificial intelligence,
The web application User modelling, and
consists of 15 randomly Human–computer Training datasets have 2,100
(Koi-Akrofi et al.,
generated questions. interaction. images, whereas test datasets 38
2020)
The dataset contains around CNN, Ensemble Model, have 259 images.
2640 samples. UX, Machine Learning,
Automatic Evaluation.
(Weichbroth, Scopus, ACM Digital Mobile Applications, A total of 80 usability attributes
69
2020) Library. Software Usability. were identified.
For Online Learning
Process, Learning
Management System (LMS)
Usability, User Interface, There was a total of 25
(Miya & tool is used.
LMS, E-Learning, Higher publications for ERIC and 48
Govender, 2022) UX/UI was used in Online
Education. Google Scholar web search.
Learning Platforms.
ERIC database with Google
Scholar was used.
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Figure 2. Architecture of e-learning system with usability factors
Table 2. Factors related to software usability in e-learning systems
Factors Explanation
The terminologies and languages utilized, the instructional and auxiliary materials, and
Content
any other data in the system make up this element.
This component is linked to the capabilities that directly affect how academic
Learning and Support conversations, learning resources, and learning evaluations are delivered and carried
out inside the system.
The layout, color, typeface, user interface graphics, and ease of comprehension make
Visual Design
up this aspect.
Navigation This component includes variables such as website browsing behavior and feature use.
Accessibility This feature describes the accessibility of website pages and functionality.
Usability Evaluation of E-Learning Applications

The usability of e-learning programs and their educational performance should be considered. Usability
is linked to the following factors:
• Content and application parts are arranged visually.

• Interaction modes with application operations and content components.
• Navigating between application and content components.
• The content aspect of educational planning.
• The instructional strategies that are used.
• The suggested materials’ suitability for educational purposes.
• The proposed content’s level of detail.
• The planned content’s level of update.
• The proposed contents are correct and accurate.
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Figure 3. E-Learning usability framework
Table 3. Automating user interface support for usability testing methods
Method Type Usability Testing

Method for evaluating usability User Interface
System-level events should be recorded. Web Interface
Event Logging for the User Interface Management System Web Interface
Keep track of E-Learning Web Server Requests. Web Interface
Keep track of client-side actions. Web Interface
Using a Different place. Web Interface
Examine an e-learning application. Web Interface
An e-learning program should allow users to browse, arrange, and use instructional materials
based on their cognitive styles. Coaching and cooperative learning should also benefit from simple
communication between lecturers and peers. An e-learning platform is a complicated environment
with various integrated tools and services for managing the learning content, teaching, learning,
and communication.
11
Figure 4 shows the technique used to evaluate the usability of the e-learning applications. The
preliminary phase contains the usability characteristics of an abstract task tool, followed by systematic
inspection, user testing, and assessment feedback methods.
The results of software usability testing performed by various evaluators might differ even when
they employ the same approach; therefore, the process must be automated or the number of usability
evaluators involved must be expanded.
The techniques shown in Figure 5 offer a fundamental framework for understanding and producing
practical interactive software to adopt constructivist approaches to e-learning.
• Tutorials: Tutorials are frequently used to carry out the first two phases of education, similar
to the general instructional paradigm that entails planning, directing learners, practicing, and
evaluating learning.
• Drills: Drills are exercises that help students improve fluency and memory. Drills and gaming
techniques are frequently used to encourage the participation of online learners.
All aforementioned instructional models can be covered using simulations, which are regarded
as the most crucial approach for e-learning.
• Tools and an open-minded learning environment: These are computer programs that students
can use independently, typically in conjunction with other media, to achieve various educational
Figure 4. Approach to usability evaluation of e-learning applications
12
Figure 5. Software usability testing stages
objectives. Although they can also be used in objectivist learning, they are more flexible and open-
ended and support constructivist learning. Any phase of instruction can utilize this information.
• Tests: Although they can be utilized during interactive practice in practice exams and quizzes,
they are employed in the final training phase to evaluate students.
• Web-based learning/e-learning environments: The internet is a delivery medium that may
be used in conjunction with other techniques in any of the four stages of education. These are
known as web-based learning or e-learning environments.
Designing, assessing, and implementing interactive computer systems for people and researching
the critical phenomena surrounding them are all part of the interdisciplinary approach of HCI. For any
product to be built to satisfy user demands, including web-based e-learning programs, its usability
requirements must be determined. During the development and use of a product, the UE ensures that
these needs are understood. It provides an overview of the usability, usability design, and usability
concepts. A discussion on usability testing and various usability evaluation methods is then presented.
• Human–computer interaction: The HCI refers to a multidisciplinary approach to designing,

assessing, and implementing interactive computer systems for human use and associated
human elements.
• Interaction styles: Computer and user communication is referred to as interaction. The success
of this discussion depends on the interface style. The most frequently used interface styles are
as follows:
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• Command-line interface: The computer is guided via a command-line interface using functional
keys, single characters, abbreviations, or whole-word commands.
• Menu: The user’s selections are shown on a screen and then chosen using an arrow, numeric
keys, alphabetic keys, or a mouse.
• Question/answer and query dialogue: In this type of interaction, the user responds to a series
of closed questions guided stepwise through the interaction.
• Spreadsheets with form filling: An interface that resembles a paper form with fillable spaces
is shown to the user.
Windows icons, pointers, menus, and WIMP are based on Windows UIs, such as Microsoft Windows.
WIMP is the foundation for most of today’s interactive computing environments, particularly
those used on PCs and workstations. However, the majority of operations are carried out with a single
mouse click on many multimedia apps and web browsers. The WIMP interface design is similar to
a point-and-click interface design. Point-and-click is more closely associated with hypertext than
WIMP and has a more straightforward philosophy. The type of HCI depends on the chosen interface
style and environment in which it is utilized.
Usability Design for E-Learning Websites

The usability design must be based on extensive observations of present users and improved by
a rigorous study of task frequencies and sequences. The design must be tested for usability and
acceptance on an e-learning platform through early, detailed, and meticulous prototypes. The
following quantifiable human variables that may be used to gauge usability must be part of the goals
of validating the UI design:
• Rate of errors by users

• Subjective satisfaction
• Speed of performance
• Time to learn
User Analysis
Understanding the intended users’ age, gender, physical capabilities, educational attainment, cultural
background, training level, driving forces, objectives, and personalities is necessary for user analysis.
These variables can help the designer determine whether the user is a novice, knowledgeable, or an
expert. Following user analysis, task analysis must be completed.
Environment
Usability design strongly emphasizes the users, the tasks they must do, and the environment in which
they will operate. Systems that fulfil user demands should be the outcome of good usability design.
Task Analysis
It aims to prompt user activity descriptions, anticipate challenges, and assess systems against usability
or functional objectives. Task analysis focuses on how people complete tasks, which should be created
in a manner that makes sense to the user and makes them want to do them.
Classification of Usability Evaluation Methods

The categorization of usability evaluation methodologies may be done in various ways. An overview
of the classifications offered by some of the top writers and researchers in the field of HCI opens this
section as shown in Table 4. The type of usability evaluation techniques aligns with the elements of
the literature review that will be discussed:
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Table 4. Classification of usability evaluation methods
(Alghabban & Hendley,

Classification (Ramadan & Habeeb, 2023) (Ferreira et al., 2020)
2022)
- Evaluation during Active
- Monitoring and Observing
Observational Use - Observational Techniques
Users’ Interactions
Methods - Usability Testing and - Monitoring Techniques
- Usability Testing
Interaction
Query - Collecting User Opinion - Surveys
- Obtaining User Feedback
Techniques - Surveys - Query Techniques
Expert - Predicting the Usability of - Expert Reviews
- Heuristic Evaluation
Evaluation a Product - Predicting the Usability of
- Review Based Evaluation
Methods - Expert Reviews E-Learning Websites
Empirical - Experiment Evaluations - Experiments with Controlled - Benchmark Testing
Evaluations - Empirical Methods Psychological Outcomes - Experimental
Model-Based - Acceptance Testing
- Model-based Evaluation - Model-Based Evaluation
Evaluation - Analytical Methods
• Observational Methods
• Query Technique
• Expert Evaluation Methods
• Empirical Evaluation
• Model-Based Evaluation
Note that not all of the approaches listed under each derived classification provided by various
writers are inclusive; specific techniques may fit into more than one category. For instance,
acceptability testing, as highlighted in Kostadinov and Stojmenovska (2022) and Abdulkhudhur et al.
(2019) is not easily categorized under any of the headings. Although it is based on anticipated, exact,
and quantifiable criteria (Kostadinov & Stojmenovska, 2022), (Abdulkhudhur et al., 2019), similar
to model-based evaluations, it is also comparable to empirical evaluations, despite being conducted
in a working environment where the variable control is different from that in experiments. Second,
not all assessment techniques are mutually exclusive.
Empirical Evaluation
Assessment relies on the application of scientific experimental procedures to evaluate theories
regarding a system’s usability, whether empirical or experimental. This usability-testing method
is derived from scientific and technical disciplines in which experiments have been consistently
employed for a long time to quantify specific concerns of interest. Computer system interfaces can
also be studied using conventional experimental methods, according to academic and industrial
researchers in the HCI field.
The following elements of this scientific technique should be considered when conducting
experiments in the field of HCI:
• Deal with a practical problem in the context of the theoretical framework;

• State a clear and testable hypothesis;
• Identify some independent variables that are to be manipulated;
• Carefully choose the dependent variables that will be measured;
• Select subjects and carefully or randomly assign subjects to groups;
• Avoid the influence of the biasing factors;
15
• Apply statistical methods to analyze the data;

• Resolve the practical problem, refine the theory, and advise future researchers.
Model-Based Evaluation Method

Model-based assessment techniques provide system designers with the ability to assess and forecast
expert performance of error-free tasks in terms of the physical and mental processes that the system
must perform. These procedures can be used even if a formal or semiformal specification describes
the interface of the system. Thus, these methodologies may be used for UE purposes in the early
development stages of an e-learning system.
Observational Methods
Real users of e-learning systems engage using observational evaluation techniques. Users may be
observed in their natural environment or complete a series of planned activities under labor-like
circumstances. The two primary observational approaches used in usability assessments of computer
systems are think-aloud and protocol analyses, which uses protocol analysis, audio and video
recordings, and computer logging.
Usability Testing
UT focuses on measuring the performance of typical users in typical tasks. However, the systematic
observation and recording of user(s) in the laboratory is the most typical type of UT. Other types of
UT include realistic observations and subjective judgments. The following attributes apply to UT:
• They focus on usability;

• The participants think aloud as they do the required tasks;
• Data is recorded and analyzed for results;
• Participants are end users or potential end-users;
• There are artifacts to be evaluated, such as prototypes, designs, or operational systems.
What kind of equipment should be placed and utilized depending on where the testing will occur?
For example, many cameras are deployed for recordings in usability laboratories. Another participant
would concentrate on the mouse and keyboard operations, while a third might take a wide-angle shot
of the participant and capture their body language. Certain recording tools focus on facial expressions,
mouse movements, and keyboard usage.
Query Technique
The theory of query strategies states that directly asking the user is the most effective way to
identify usability issues in an e-learning system. These techniques are easy and inexpensive to
implement and can immediately acquire a user’s perspective. Two primary inquiry methods—
interviews and questionnaires—are widely established in social science, market research, and
HCI research. Users may employ various interviewing methods, including group, unstructured,
and organized interviews.
Expert Evaluation Methods

Expert evaluations are a type of assessment in which specialists examine the HCI to predict the issues
that users would encounter when interacting with it. Experiential analyses and walkthroughs are two
examples of the approaches used in expert evaluations. In addition to being affordable, these methods
are simple to learn and are efficient in detecting usability issues. Expert evaluations are based on an
evaluator assessing the usability-related elements of a UI. They are also known as usability inspections
or interface-developer methodologies.
16
Figure 6 shows the UE paradigm for e-learning websites. It includes user (primary and secondary),
assessment, and evaluation models for e-learning systems. Feedbacks, surveys, and interviews are
the quantitative techniques used in e-learning websites.
E-Learning Web-Based Applications

Posting instructional materials online is not sufficient to create high-quality e-learning web
applications. Alternatively, it is similar to creating a virtual school in which individuals can learn
and improve their talent. The design process should consider aspects of graphic, instructional,
and site designs with materials that satisfy the educator’s objectives and the demands of the
target learners.
Different e-learning management systems exploit the growing communication capabilities
of computers (table 5). Adobe Connect, Sakai, WebCT, Blackboard, Moodle, and other
computer-based online educational platforms are currently available. Among them, Blackboard
and Moodle are the two most popular web-based learning management tools used in higher
education. The Blackboard Learning Management System has taken the lead as the industry
standard and is always accessible on the internet. Assignments, lecture notes, and other course
resources are made accessible to students through the online system. As soon as their tasks
Figure 6. Usability evaluation model for e-learning websites
Table 5. Comparison of e-learning web-based applications
Features WebCT (Blackboard) Moodle

Internet Explorer, Firefox, Google
Software Compatibility Any browsers supporting HTML 3 minimum.
Chrome
Operating Server Linux, Windows, Windows, Linux,
Usability User Friendly User Friendly
Tools Whiteboard Workshop, Journal, Blog.
File Sharing, Meta-course tools, Import Quiz
Content Sharing File Sharing, IMS Import
Questions.
File Uploading Single Zip, All web file types Single Zip, All web file types.
Database Oracle Oracle, MySQL.
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are completed, the students can submit them. However, Blackboard has several drawbacks in
addition to its benefits.
Moodle is an LMS; it is an open-source software that is freely available. It is intended to assist
educators in developing efficient online learning programs. The transmission of course information
is the primary focus of Moodle. A large and vibrant community of users actively contributes to new
system functions and improvements. Moreover, its feature sets are equivalent to those of the largest
commercial systems and are simple to expand.
Several distance-learning systems use e-learning, and each of these operates uniquely. However,
universities must consider their needs before implementing a distance education system. This study’s
explanation of online education is suitable for continuing education programs that benefit teachers
and students in their courses. The e-learning distance education platforms of Moodle and Blackboard
have also shortened the deadline for turning lectures into notes.
Blackboard is a costly e-learning system. Therefore, educators can use Moodle if they wish to
employ a variety of modules in their classes and desire a free web-based distance learning system.
RESULTS
Student responses were assessed and evaluated based on survey questions regarding the acceptability
and awareness of online learning tools. The survey conducted a systematic analysis of learners’
knowledge and acceptance of e-learning applications in higher education by examining their
demographic backgrounds and educational experiences. The results were collected online using
a questionnaire that included several questions on online education. The interactive stage aimed
to raise students’ awareness and comprehension of the online learning environment. According
to the overall findings of the experimental investigation, only 65% of the participants believed
that the e-learning educational system offered an appropriate quantity of information. Figure 7
shows the participants’ demographics for e-learning. Moreover, 80% or more of users with college
degrees supported the e-learning software. The remaining students were from lower elementary
and intermediate education divisions.
Figure 7. Graph for e-learning education distribution
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It was observed throughout the study that students in higher education primarily utilized the LMS.
Figure 8 illustrates that the majority of students (approximately 55%) used Zoom, 25% utilized Google
Classroom, and the remaining amount was split between Facebook and the other online platforms.
E-Learning Usability Evaluation Outcome

Usability experts use a checklist or set of principles called heuristics to compare e-learning website
interfaces and discover usability issues through an inspection approach. Real users must use it to
detect usability issues with a website. Usage data are gathered through data-gathering methods, such
as surveys, and then examined. Some studies have used online and automated tools to evaluate the
usability of e-learning websites compared to industry norms and standards, including SEO, WCAG,
and site security. The assessment of e-learning websites was carried out using automated tools in 45%
of the studies, practical techniques in 32%, and inspection methods in 13%, as shown in Figure 8.
The assessment techniques applied in this study were divided into three groups: inspection
approaches, practical methods, and tool-based methods, as shown in Figure 9.
Figure 8. Different educational apps for e-learning system
Figure 9. E-Learning website usability methods
19
As shown in Figure 10, most quantitative approaches, including think-aloud exercises, focus
groups, observations, and interviews, were utilized in the e-learning website’s UE adoption method.
Various usability issues are encountered when browsing e-learning websites. The usability issues
included accessibility, performance, content, and interface design, as shown in Table 6.
Usability Evaluation of Moodle and Blackboard

The Blackboard Learning System was developed as a web-based learning management system for
instructors and students to engage in online classes. Blackboard is a comprehensive and adaptable
e-learning platform offering a complete course management system. A web-based questionnaire was
used for this investigation. The metrics are as follows:
Figure 10. Data collection mode
Table 6. E-Learning website usability problems
Usability Problems Types of Problems

- Broken connections
Navigation - Page Not Found
- Incorrect labelling
- Missing alternate text
- Coding issues (e.g., HTML mistakes)
- Outdated design
Interface Design - Empty labels
- Not mobile-friendly
- Lack of icon description
- A search box is too tiny
- Lack of security owing to outdated app
Performance
- Slow loading time
- There is no instant feedback
- There is no FAQ
Content
- Incomplete information
- The search gives no results
Accessibility - Following WCAG standard
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• A course’s organizational structure, including its format and subheadings’ accessibility, is

essential for learning.
• Interactivity, color, and text size are all UI components.
Figure 11 shows the research conducted to examine the usability of two rival LMSs—Blackboard
and Moodle. The study comprised three surveys using an investigation technique. The survey results
show that Moodle has a more precise organization of course items and a more sophisticated content
structure than Blackboard; in addition, Moodle subheadings are simpler to access.
Approximately 79% of people agree that Moodle subheadings are much easier to access than
Blackboard subheadings, with 15% remaining neutral and approximately 6% disagreeing with this
usability metric. Regarding the LMS with a more advanced structure, approximately 82% agreed that
Moodle has an advanced design, 8% disagreed, and 10% remained neutral.
Furthermore, the third and final usability metrics indicated that the LMS had a straightforward
arrangement of course items: approximately 85% favored Moodle, approximately 12% remained
neutral, and 7% disagreed.
In summary, most students chose Moodle over Blackboard for all three elements in the UE
of e-learning.
DISCUSSIONS
Based on 26 research publications, this study evaluated the usability of an e-learning system’s
UI. It presents the findings based on four aspects: educational distribution for e-learning, various
applications for e-learning systems, e-learning website usability methodologies, and UE of Blackboard
and Moodle platforms.
Software usability is the ability of users to easily observe, utilize, and learn software. Much of
the relevant literature has been published in the last 10 years, owing to the importance of usability
and software stability in e-learning systems. According to the results of this study, several research
areas require further investigation, although extensive research is being conducted to increase the
usability of software programs. For instance, most studies have relied on limited trials, surveys, and
Figure 11. Comparison between blackboard and moodle
21
questionnaires to assess software usability. Future research should emphasize field studies in which
the usefulness of an application is assessed in a real-world setting. The evidence shows that e-learning
systems continuously evolve by using this strategy for UE software in various academic contexts and
settings. These systems, known as LMSs, can be categorized based on their technological capabilities
and instructional objectives. The wide-ranging field of HCI emphasizes the development, evaluation,
and use of interactive computer systems for human use. A UE was performed to identify and meet
the user needs. A comprehensive overview of the user experience design, user-friendliness, and user-
centered design concepts is presented. The usability design should be based on careful observation
of current users and supported by early, detailed, and thorough prototypes, as well as usability and
acceptability testing on e-learning platforms.
Additionally, the study discovered that Moodle and Blackboard, two of the most widely used
web-based LMSs, are commonly used in higher education. Blackboard is the most widely used
e-learning management system and can be accessed online from any global location. Moodle is a free
open-source software platform that helps teachers create practical online learning courses. Blackboard
has several disadvantages, such as difficulty in learning and adding features and upgrades. Another
benefit of this technology is the availability of a unique e-learning management system. E-learning
distance education systems, such as Moodle and Blackboard, are suitable for continuous education.
These platforms help both students and instructors achieve greater success in their courses. Teachers
can use Moodle rather than Blackboard because it is less expensive and saves time when providing
classroom notes. The survey provided an in-depth analysis of student knowledge, awareness, and
acceptance of e-learning instructional applications in higher education. A questionnaire that included
several questions on online education was used to collect responses. The study found that 65% of the
participants felt that the e-learning system provided an appropriate amount of information. Those with
higher educational backgrounds were more likely to prefer e-learning applications, whereas students
from intermediate and primary education systems were less likely to prefer e-learning applications.
Additionally, most students in higher education use e-learning programs, with Zoom being used by
55%, Google Classroom by 25%, and Facebook and other online platforms by the remaining students.
The Blackboard Learning System and Moodle are separate e-learning management systems.
Blackboard demonstrated a more logical organization of course materials, a more sophisticated
content structure, and straightforward access to Moodle subheadings. The findings showed that 79%
of users preferred Moodle subheadings that were easier to identify, 6% disagreed with the usability
metrics, and 15% were undecided. Additionally, 82% of students felt that Moodle had an advanced
structure, 8% disagreed, and 10% needed clarification. Finally, the third and final usability measure
revealed that the LMS provided a precise organization of course materials, with 85% in favor of the
module, 12% neutral, and 7% in disagreement.
CONCLUSION
In summary, the primary objective of this research work was to assess the user interface and usability
strategies employed in e-learning systems, specifically emphasizing web-based applications utilized
in the context of online education. This study investigated the usability characteristics and efficacy
of various e-learning systems, including Moodle, Blackboard, LMS, Zoom, Google Classroom,
Skype, and others. The examination of several e-learning systems revealed that the design of the
user interface had a pivotal role in augmenting the overall usability of these platforms. The efficacy
of an e-learning system is significantly contingent upon the quality of its user interface design and
its level of user-friendliness, particularly with regards to student users. An optimally designed user
interface guarantees that students can effortlessly traverse the platform, get course materials, engage
with instructors, and communicate with peers. Additionally, the study emphasized the significance
of performing usability assessments in order to collect user input.
22
The objective of this study was to assess the user interface and usability methodologies employed
in e-learning systems within the context of higher education. The survey was done to examine the level
of awareness and acceptability among learners regarding e-learning apps. The study considered the
participants’ demographic backgrounds and educational experiences. The findings derived from the
administered questionnaire indicated that a majority of the participants, namely 65%, expressed the
belief that the e-learning educational system effectively delivered a satisfactory quantity of knowledge.
Furthermore, the research revealed that those possessing college degrees had a greater inclination
towards endorsing e-learning software, as seen by 80% or more of these individuals expressing their
support. While the study objectives were only partially achieved, the survey yielded valuable insights
into learners’ impressions of e-learning systems. However, it is crucial to acknowledge that further
research is required to thoroughly investigate the elements that impact user interface and usability in
the context of e-learning. The findings indicate that there is potential for enhancing the dissemination
of knowledge via e-learning platforms. The findings suggest that the user interface and usability of
e-learning systems have a significant impact on learners’ happiness and acceptability. This study
emphasizes the necessity of improving both the quantity and quality of information that is sent to
learners via online education platforms. In addition, the increased level of support demonstrated by
persons who have obtained college degrees underscores the need of considering diverse educational
backgrounds and experiences throughout the development of e-learning platforms. The findings of
this study have substantial ramifications for the field of research. This study elucidates the significance
of ongoing evaluation and enhancement of user interface and usability in e-learning systems, with
the aim of optimizing learners’ experiences and facilitating successful learning. By acknowledging
the issues mentioned by participants, educational institutions and developers of e-learning may work
towards developing user-friendly and customized platforms that meet the demands of a wide range
of learners. Furthermore, this study has the potential to make a valuable contribution to the wider
domain of educational technology by providing guidance for future advancements in e-learning
systems, ultimately leading to an improvement in the general standard of online education.
23
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人工生命とロボットに関する国際会議予稿集, 28, 737–742.
Jehad Alqurni received an M.S. degree in computer science (software engineering) from the University of
Wollongong, Wollongong, Australia, in 2009, and a Ph.D. degree in computer science from the Heriot-Watt
University, U.K., in 2020. From 2005 to 2010, he was a Teaching Assistant with the Imam Abdulrahman Bin Faisal
University, Saudi Arabia, a Lecturer from 2010 to 2019, and has been an Assistant Professor since 2020. His
research interests include software engineering, human-computer interaction, usability, web usability, E-Learning,
and information systems.
25

Evaluating The User Interface and Usability Approa

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International Journal of Information Technology and Web Engineering

Evaluating the User Interface and Usability

DOI: 10.4018/IJITWE.333638 *Corresponding Author

Figure 1. Framework for user-interface usability evaluation in e-learning systems

MATERIALS AND METHODS

Software Usability for E-Learning System

Interface Design for E-Learning System

Automatic Usability Testing Methods

Table 1. List of references related to software usability methods in e-learning

Figure 2. Architecture of e-learning system with usability factors

Table 2. Factors related to software usability in e-learning systems

Usability Evaluation of E-Learning Applications

• Content and application parts are arranged visually.

Figure 3. E-Learning usability framework

Table 3. Automating user interface support for usability testing methods

Method Type Usability Testing

Figure 4. Approach to usability evaluation of e-learning applications

Figure 5. Software usability testing stages

• Human–computer interaction: The HCI refers to a multidisciplinary approach to designing,

Usability Design for E-Learning Websites

• Rate of errors by users

Classification of Usability Evaluation Methods

Table 4. Classification of usability evaluation methods

(Alghabban & Hendley,

• Deal with a practical problem in the context of the theoretical framework;

• Apply statistical methods to analyze the data;

Model-Based Evaluation Method

• They focus on usability;

Expert Evaluation Methods

E-Learning Web-Based Applications

Figure 6. Usability evaluation model for e-learning websites

Table 5. Comparison of e-learning web-based applications

Features WebCT (Blackboard) Moodle

Figure 7. Graph for e-learning education distribution

E-Learning Usability Evaluation Outcome

Figure 8. Different educational apps for e-learning system

Figure 9. E-Learning website usability methods

Usability Evaluation of Moodle and Blackboard

Figure 10. Data collection mode

Table 6. E-Learning website usability problems

Usability Problems Types of Problems

• A course’s organizational structure, including its format and subheadings’ accessibility, is

Figure 11. Comparison between blackboard and moodle

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