An Empirical Study of e-Learning Interface Design Elements for Generation Z

Abstract

E-learning is the latest evolution of electronicbased learning that creates, fosters, delivers and facilitates the learning process anytime and anywhere with the use of interactive network technology. The use of e-learning as a learning platform makes users want a high quality of interface design to interact with the e-learning system. Interface design that meets students' needs and expectations may increase their involvement and satisfaction towards e-learning, especially generation Z students. However, interface design is always being criticized and has become a part of issues that cause the failure of e-learning. Lack of understanding about students' cultural background and preferences towards e-learning interface design are the major factors that contribute to this phenomenon. To ensure the success of e-learning, a model of interface design specifically for generation Z students' culture that consists of interface elements and design characteristics need to be developed. So, this study aimed to address this subject by identifying e-learning interface elements and design characteristics from existing literature, confirming the elements and design characteristics and discovering related elements for elearning interface design from generation Z students' perspective. This study used semi-structured for a focus group interview that included seven students. The focus group interview involved three main steps which were sampling, protocol and research instruments. This study validated several interface elements and design characteristics that contribute to the model of e-learning interface design. The findings could guide the interface designer in designing e-learning interface for generation Z students.

A Review of Cross-Cultural Design to Improve User Engagement for Learning Management System

“…However, the abundance of effective LMS has faced barriers, with inconsistent user engagement, as noted by [7], [9]. Additionally, cultural factors have been identified as influencing user engagement [10]. Therefore, this study utilised a systematic literature review (SLR) to explore crosscultural design (CCD) to improve user engagement for LMS.…”

“…According to [24] Hofstede's cultural dimensions inspire individuals to develop a system, website, or product prototype for the targeted audience and group. A similar opinion by [10] suggested that design features connected to the cultural dimension could make interface design more attractive.…”

“…Therefore, they use brighter colours, such as green, blue, and black, to represent their culture [3]. According to [10], colour has different meanings to users from different cultures. For example, in China, red is considered lucky and brings happiness, while in Japan, it is regarded as an unpleasant colour that symbolises danger to the United States.…”

“…Another critical design element in Google Classroom is the layout, which refers to the arrangement and placement of information, such as images, symbols, the navigation bar, and the logo. [10] noted that the layout of online learning must be simple, organised, balanced, clear, and neat to facilitate students. However, the layout differs between cultures.…”

Interface Design for E-Learning: Investigating Design Characteristics of Colour and Graphic Elements for Generation Z

“…The combination of two main aspects, interface design and Hofstede cultural dimensions, was used to produce 12 constructs. The constructs from interface design were chosen based on the findings from the literature review and focus group interview [46]. In this research, six constructs from interface elements are colour, graphic, typography, layout, navigation and audio-video, along with six dimensions of Hofstede cultural model.…”