Browsing by Author "Nyanamba, Brenda Nyangweso"

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    Towards a culturally aware user interface evaluation instrument for virtual learning platforms: A case of Moodle in Kenya
    (Adventist University of Africa, 2025-05) Nyanamba, Brenda Nyangweso
    The growing utilization of Virtual Learning Platforms (VLPs) in higher education, especially in Kenya, has underscored the necessity for user interfaces that are both technically functional and culturally attuned. Although current usability evaluation techniques prioritize technical and educational elements, they frequently neglect the cultural aspects that influence user experience, particularly in environments like Kenya. This work aimed to address that gap by creating and verifying a culturally sensitive user interface evaluation tool specifically designed for assessing VLPs, particularly Moodle, the most prevalent platform in Kenyan colleges. The research was directed by three objectives: (1) Identify cultural dimensions influencing Kenyan users’ UI preferences. (2) Adapt existing UI evaluation tools to incorporate these dimensions. (3) Test the instrument’s efficacy in evaluating Moodle’s usability in Kenya. A hybrid framework was created by combining recognized usability heuristics, pedagogical usability principles, and cultural elements based on Hofstede’s model and intercultural design approaches. The tool underwent evaluation by five specialists in usability, instructional design, and Kenyan culture. The feedback was assessed and incorporated to enhance the instrument, which was subsequently utilized in a pilot review of Moodle. The findings indicated that the interface expectations of Kenyan learners are significantly shaped by cultural characteristics, including high power distance, collectivism, moderate uncertainty avoidance, and achievement incentive. The test successfully revealed culturally unique usability concerns frequently neglected in traditional assessments, including the necessity for localized language, prominent teacher supervision, and community-oriented learning aspects. The findings indicated that including cultural factors into UI assessment yields enhanced understanding of learner involvement and system effectiveness. The study recommends the implementation of culturally relevant evaluation tools in the design and implementation of VLPs in Kenya. The proposed instrument functions as a valuable tool for e-learning designers, educators, and policy-makers aiming to improve cultural inclusion and user experience in virtual learning environments across many educational contexts.