2026· Irish Interdisciplinary Journal of Science & Research· Vol 10, pp. 20-29· 0 citations· 14 references
TL;DR
It is concluded that simple language, predictable structure, and iterative feedback can significantly improve usability, maintainability, and trust in content-heavy educational websites across diverse institutional contexts.
Abstract
This article focus on the user-centered redevelopment of an academic content website designed to help students, instructors, and administrative users
find course information quickly and confidently. A mixed-method evaluation compared an earlier version with a standardized, template-based
redesign emphasizing clear information architecture, consistent section order, lightweight interactions, accessibility, and mobile responsiveness.
Seventy-two participants completed realistic tasks on desktop and mobile devices; metrics included task completion, mean task time, navigation
errors, and perceived ease of use, supported by open comments. Results showed substantial gains after redevelopment: completion rose from 76% to
92%, average task time fell from 4.8 to 2.9 minutes, navigation errors dropped by 41%, and positive ease-of-use responses increased from 61% to
88%. Qualitative feedback highlighted improved confidence, faster scanning, and better cross-page consistency. The study concludes that simple
language, predictable structure, and iterative feedback can significantly improve usability, maintainability, and trust in content-heavy educational
websites across diverse institutional contexts.
Educator access to high-quality Evidence-Based Practices is often hindered by professional development (PD) websites that are overwhelming, difficult to navigate, or time-consuming to use. This study explored using an AI chatbot to improve the usability and navigability of finding relevant content on a PD website. An exploratory sequential, mixed-methods, single-group design was used in this Design-Based Research study. Phase One involved a needs analysis using focus groups with 13 educators to identify usability challenges. This direct feedback informed Phase Two, the chatbot’s iterative design. A post-survey was administered in Phase Three to the same educators from Phase One to assess the effectiveness and usability of the chatbot-enhanced website. Phase One confirmed strong website content but low usability. Phase Three showed that the chatbot significantly improved perceived usability and efficiency for resource discovery. This research supports developing chatbots, based on practitioner input, to increase the usability of PD website content.
Amber Rowland, Maggie A. Mosher, Samantha R. Goldman et al.· Journal of Special Education...· 0 citations
This study redesigns and evaluates the usability of the Letterboxd Android application using the User-Centered Design (UCD) approach to address interaction problems in a feature-rich, film-based social mobile app. The baseline diagnosis triangulated contextual interviews, Cognitive Walkthrough (CW), System Usability Scale (SUS), and User Experience Questionnaire (UEQ) with nine active users, generating 49 user insights that were synthesized into 27 pain points across seven core features. These findings were systematically translated into revised information architecture, improved user flows, wireframes, and high-fidelity prototypes guided by Shneiderman's Eight Golden Rules. Post-redesign validation combined screen-based prototype testing on prioritized user tasks and a redesign survey summarized into feature-level SUS scores. The workbook-based final task dataset shows that average task success improved significantly from 76.6% before redesign to 93.8% after redesign, while the average feature-level SUS score increased from 53.7 to 77.0. The largest gains were observed in the Profile feature, although Carousell, Review, Filter Search, and List Creation still showed notable interaction friction that requires further refinement. Overall, the study contributes an auditable UCD-based redesign workflow for film-based social mobile applications by clearly tracing how multimethod baseline evidence was transformed into prioritized design decisions and supported by descriptive post-redesign validation results and findings overall.
Amelia Rizki Andini, Reisa Permatasari, Tri Luhur Indayanti Suganta· bit-Tech· 0 citations
Product catalog websites must enable users to locate, understand, and act on product information efficiently; however, the existing website examined in this study exhibited unclear navigation, poorly organized product categories, inconsistent information presentation, and limited access to ordering channels. This study aimed to redesign the website using a User-Centered Design approach based on ISO 9241-210 and evaluate the resulting prototype across the effectiveness, efficiency, and satisfaction dimensions of ISO 9241-11. User requirements were identified through website observation, a semi-structured interview with the company owner, and questionnaires administered to 30 purposively selected respondents aged 18–30 years with prior experience searching for product information online. A Wix-based prototype was evaluated using Performance Measurement with five participants completing eight task scenarios and the System Usability Scale with 30 purposively selected respondents. The evaluation design did not document whether the same individuals assessed both interfaces or whether testing order was counterbalanced. The redesign introduced clearer navigation, improved product categorization, more consistent product information, search functionality, and easier access to WhatsApp-based ordering. Completion Rate increased from 77.50% to 92.50%, Overall Relative Efficiency from 50.06% to 84.32%, and mean System Usability Scale score from 66.83 to 80.08. These descriptively large improvements indicate better observed usability under the present evaluation conditions, rather than establishing causal effectiveness or broad generalizability. The findings support the value of combining objective task-performance measures with subjective usability assessment, while further validation with larger, more diverse samples and stronger comparative designs remains necessary.
Policy makers and educators have increasingly recognized the importance of K-12 teacher professional development (PD) in computer science (CS) to foster student growth and academic achievement. In this exploratory mixed-methods study (focus groups n=23, survey n=661), we addressed two research questions: (1) What features and data do teachers think will enhance the usefulness of an application designed to keep track of their PD-related data?and (2) Which demographic factors are most predictive of teacher ratings? Based on a survey, teachers identified several features and data-related elements that would make the platform useful and usable and add value to their experiences. Notably, the most highly requested data-related items focused on the content and professional credits associated with past CS PD that they have taken (i.e., subjects/grade levels targeted by PD, training hours/continuing education units earned). The most highly rated feature was a catalog of searchable upcoming PD offerings. Further, we noted statistically significant differences in teachers’ ratings across various demographic subgroups (i.e., race/ethnicity, teaching experience, disability, gender, and locale) for all potential platform features and data items. This indicates the importance of considering the perspectives of various subgroups when developing a platform that meets the needs of all teachers.
Joseph C. Tise, Monica M. McGill, Robert Schwarzhaupt et al.· Education sciences· 0 citations
This study aims to evaluate the usability, user experience, and cognitive load of the AIRAF interface using a User-Centered Design (UCD) approach through two iterative evaluation phases. In the first evaluation phase (UE1), eight undergraduate students completed a series of structured interaction tasks using Maze and subsequently responded to the System Usability Scale (SUS), User Experience Questionnaire (UEQ), and External Cognitive Load (ECL) questionnaire. The data were analyzed descriptively by calculating task performance indicators, mean questionnaire scores, and comparative changes between UE1 and UE2. The results of UE1 showed a marginal SUS score of 62, a UEQ mean score of 1.45, and an ECL mean score of 7.28, indicating usability issues related to typography, navigation, visual clarity, and feature recognition. Following the interface redesign, a second evaluation phase (UE2) involving ten participants demonstrated substantial improvements. The SUS score increased to 80, the UEQ mean score improved to 1.97, and the ECL mean score increased to 8.75, with improvements observed across all UEQ dimensions. These findings suggest that the UCD approach effectively simplifies complex AI-supported learning interfaces by enhancing visual hierarchy, interaction clarity, and feedback presentation, thereby reducing students' confusion and unnecessary cognitive effort during interaction.
Within the limits of this small-scale classroom evaluation, the findings suggest that rubric-guided LLM scoring may support formative assessment in mobile classrooms, provided teacher oversight is maintained for borderline cases.
Abylay Yerniyazov, Bakyt Bakayeva, Zhalgasbek Iztayev et al.· International Journal of Int...· 1 citation
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