Critical Analysis of Designer's Perspectives of E-learning Systems for African Learners: Toward User-Centered and Inclusive Designs

Abstract

E-learning systems have gained interest in their adoption in Africa since the COVID-19 pandemic, highlighting both opportunities and challenges. This study explores designers' perspectives on developing e-learning systems for African learners, utilizing YouTube as a platform for insights into their approaches and methodologies. Based on our analysis of 143 relevant YouTube posts, we uncover insights into unique challenges in the African educational landscape, including limited technological infrastructure, diverse linguistic and cultural backgrounds, and varying digital literacy levels. Findings from this study revealed potential for user-centered and inclusive designs that impacts on learning experiences and outcomes of African learners, educational support from stakeholders, and opportunities for affordable systems. Our findings contribute to the human-computer interaction community by identifying prospective need areas, presenting tailored approaches and features, and providing user-centered design recommendations. This research provides valuable insights and presents future opportunities for designing equitable and accessible e-learning systems for African learners, having addressed common and current challenges in the state of e-learning systems in Africa.