Aesthetic denotes the high loading of general feeling, beauty, and meaningfulness. The aesthetic of the web interface is vital since it could influence the users' initial impression, attention, satisfaction, subjective experiences and successful communications. However, the aesthetics of the web interface is very subjective because different individuals might have their own perspective. Hence, the judgement whether the web interface is aesthetically appealing or not, is not absolutely accurate and reliable based on the subjective evaluation. As a result, there is uncertainty in the decision of aesthetically web interfaces. Thus, in order to response to this issue, this research aims to construct a model that can objectively measure the aesthetic of the web interface. The present study intends to focus on the web-based learning interface because the aesthetic of the interface could attract students to the content of the learning modules and drive students to further explore the learning materials. The objectives of this research are to design web-based learning interfaces based on the aesthetic design principles selected, to develop a model for measuring aesthetic web-based learning interfaces based on Fuzzy Analytic Hierarchy (FAHP) approach and, to evaluate the proposed model in a web-based learning domain. In order to construct an aesthetic measuring model for web interfaces, this study will employ FAHP approach. The expected findings of the current research are the ranking of aesthetic criteria that used to create the web interfaces, and subsequently, can give a consistent criterion that could contribute to the aesthetic of web interfaces, this research is significant because it is able to produce a model that can assist in determining the aesthetic web-based learning interfaces. Taken together, it is also could contribute to the body of knowledge in the interface design and decision support system fields.

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Aesthetic denotes the high loading of general feeling, beauty, and meaningfulness. The aesthetic of the web interface is vital since it could influence the users' initial impression, attention, satisfaction, subjective experiences and successful communications. However, the aesthetics of the web interface is very subjective because different individuals might have their own perspective. Hence, the judgement whether the web interface is aesthetically appealing or not, is not absolutely accurate and reliable based on the subjective evaluation. As a result, there is uncertainty in the decision of aesthetically web interfaces. Thus, in order to response to this issue, this research aims to construct a model that can objectively measure the aesthetic of the web interface. The present study intends to focus on the web-based learning interface because the aesthetic of the interface could attract students to the content of the learning modules and drive students to further explore the learning materials. The objectives of this research are to design web-based learning interfaces based on the aesthetic design principles selected, to develop a model for measuring aesthetic web-based learning interfaces based on Fuzzy Analytic Hierarchy (FAHP) approach and, to evaluate the proposed model in a web-based learning domain. In order to construct an aesthetic measuring model for web interfaces, this study will employ FAHP approach. The expected findings of the current research are the ranking of aesthetic criteria that used to create the web interfaces, and subsequently, can give a consistent criterion that could contribute to the aesthetic of web interfaces, this research is significant because it is able to produce a model that can assist in determining the aesthetic web-based learning interfaces. Taken together, it is also could contribute to the body of knowledge in the interface design and decision support system fields.

Recently, the Web-based learning (WBL) platform, particularly for higher education, has become more crucial due to the Covid-19 pandemic. Thus, due to the increased use of WBL   in higher education, an effective WBL interface design for higher education is truly important in order to attract students to use WBL and to further keep them engaged during learning via the Web-based platform. Therefore, the aim of this study was to determine the aesthetics of web interfaces based on experts’ opinions. This study adopted a quantitative research approach involving a data-gathering survey. Fifteen (15) WBL interfaces were designed based on nine (9) design principles which were balance, proportion, simplicity, alignment, movement, hierarchy, consistency, contrast, and proximity. The results of this study discovered that nine (9) WBL interfaces were determined by the experts as aesthetic interfaces, five (5) WBL interfaces as non-aesthetic and 1 (one) WBL interface was considered neither aesthetic nor non-aesthetic. This finding revealed that six (6) out of nine (9) interfaces had the balance design principle. However, balance was also in most non-aesthetic interfaces. A possible reason that balance was the most design principle in both the aesthetic and the non-aesthetic interfaces is that when designing WBL interfaces, there is a need to consider the combination of the design principles as a whole, and not count the design principles individually. In conclusion, this study's findings could contribute to the knowledge in the Human Computer Interaction domain, specifically in the interface design area.