The Effect of the Aesthetically Mobile Interfaces on Students’ Learning Experience for Primary Education

Mobile devices such as mobile phones are becoming more important to school students today. This is due to the COVID-19 pandemic, mostly traditional face-to-face learning has shifted to online learning such as learning via a mobile platform. Mobile learning also known as m-learning, is defined as learning in numerous situations through social and content interaction utilizing personal electronic devices. M-learning applications not only need to have efficient functions, but it also has to attract students to learn by providing an attractive interface. An aesthetic of a mobile interface is essential since it could influence the user's learning experiences, but vice versa for non-aesthetic interfaces. User experience (UX) encompasses an extensive range of outcomes of the user-device interaction, including cognitions, attitudes, beliefs, behaviour, behavioural intentions, and affect. However, this study focuses on UX in terms of learnability, satisfaction, and efficiency since most previous studies were not explicitly focused on examining these three (3) UX components. Thus, this study aims to investigate the effect of aesthetically mobile interfaces on the learnability, satisfaction, and efficiency of primary school students, specifically, for Kelas Al-Quran and Fardu Ain (KAFA) students. This study found that aesthetically mobile interfaces significantly affected students’ learning experiences regarding learnability, satisfaction, and efficiency. In conclusion, the findings of this study could serve as guidelines for future research in the field of mobile interface design. © 2022, International Journal of Advanced Computer Science and Applications. All Rights Reserved. All Rights Reserved.

Analysis of web-based learning interface design based on experts’ verification for higher education

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. © 2021, Politeknik Negeri Padang. All rights reserved.