article · Dutse Journal of Pure and Applied Sciences
Open Distance Learning management systems offer flexible education, yet user experience challenges continue to hinder learning outcomes. An examination of 600 users across three institutions in North-Eastern Nigeria evaluated the relationships among accessibility, flexibility, desirability, and intentions to use such platforms. Findings demonstrate that platform accessibility is strongly linked to desirability, flexibility relates positively to user attitudes, and system desirability drives behavioural intentions to use the technology. While overall user satisfaction across most evaluated areas remained moderate, accessibility scored favourably whereas progress tracking tools received markedly lower ratings. To address these deficiencies in resource-constrained settings, the investigation outlines design guidelines that focus on upgrading tracking functions, tailoring course structures, and embedding continuous user feedback mechanisms.
Distance education platforms are essential for providing flexible learning opportunities, especially in regions with limited resources. Understanding user experience factors helps institutions identify why learners struggle or disengage. Pinpointing specific weaknesses, such as inadequate progress tracking, ensures educational providers can adjust their platforms to keep students motivated and improve overall educational delivery.
The study offers applied design guidelines relevant to educational software developers and institutions operating in resource-constrained regions. These insights can inform the development or refinement of learning management platforms, particularly by targeting progress tracking tools and feedback systems. As an empirical assessment offering design recommendations, the work is at an applied stage, requiring software engineers and educators to integrate these principles into production software.
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Open Distance Learning (ODL) management systems have become increasingly critical in providing flexible educational opportunities. However, user experience (UX) challenges persist that can impede learning effectiveness. This study investigates UX factors in ODL systems across three institutions in North-Eastern Nigeria, employing the Technology Acceptance Model (TAM) as a theoretical framework. Through a descriptive quantitative approach involving 600 respondents (49.3% male, 49.7% female), we examined correlations between accessibility, flexibility, desirability, and system usage intentions. Utilizing Spearman's Rank Correlation and regression analyses, the research revealed significant positive correlations between system accessibility and desirability (r=0.95, p<0.021), flexibility and user attitude (r=0.67, p<0.012), and desirability and behavioral intention(r=0.71, p<0.001). Key findings indicate moderate user satisfaction across most constructs (M=3.38) with notable high scores for accessibility (M=3.38) but lower satisfaction with progress tracking features (M=2.83). The study proposes user-centered design guidelines to enhance ODL management systems, emphasizing improved tracking mechanisms, tailored course design, and continuous feedback integration. These recommendations aim to optimize digital learning environments and support more effective educational technology implementation in resource-constrained settings.
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DOI: 10.4314/dujopas.v11i1a.27
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