UI/UX design of educational on-line courses

Authors

DOI:

https://doi.org/10.55056/cte.114

Keywords:

educational platform interface, user interface components, UI/UX design, principles of usability, achieving educational activity outcomes, designing on-line platforms, educational on-line course model

Abstract

This paper considers the problem of an interface for educational platform, which is fully effective for achieving the outcomes of educational activity. The current research is a theoretical analysis of existing recommendations on UI/UX design, applied when creating educational systems, as well as of research papers that study user interface (UI) usability and evaluate user experience (UX) in designing on-line platforms. This article describes a mechanism for evaluating usability with the help of baseline and final evaluation tool. It also studies UX components, that ensure its high quality. A list of standard components of web-design is being discussed in the present paper; modern trends in web-design of educational platforms are identified. The paper provides the description of an on-line course model, which is built on the basis of analysis of the prerequisites for existing and functioning of educational on-line systems and which is aimed at achieving outcomes of educational activity. There is ground to believe that the design of educational on-line courses will contribute to achieving the outcomes of educational activity, if user interface components comply with a list of criteria, such as easy-to-perceive content, no extra information, easy and simple navigation on the pages of the course, following the principles of usability.

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Published

2022-03-21

Issue

Section

Cloud-based Learning Environments

How to Cite

Vlasenko, K.V., Lovianova, I.V., Volkov, S.V., Sitak, I.V., Chumak, O.O., Krasnoshchok, A.V., Bohdanova, N.G. and Semerikov, S.O., 2022. UI/UX design of educational on-line courses. CTE Workshop Proceedings [Online], 9, pp.184–199. Available from: https://doi.org/10.55056/cte.114 [Accessed 14 April 2024].
Received 2021-10-17
Accepted 2021-12-17
Published 2022-03-21

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