E-learning is the latest evolution of electronicbased learning that creates, fosters, delivers and facilitates the learning process anytime and anywhere with the use of interactive network technology. The use of e-learning as a learning platform makes users want a high quality of interface design to interact with the e-learning system. Interface design that meets students' needs and expectations may increase their involvement and satisfaction towards e-learning, especially generation Z students. However, interface design is always being criticized and has become a part of issues that cause the failure of e-learning. Lack of understanding about students' cultural background and preferences towards e-learning interface design are the major factors that contribute to this phenomenon. To ensure the success of e-learning, a model of interface design specifically for generation Z students' culture that consists of interface elements and design characteristics need to be developed. So, this study aimed to address this subject by identifying e-learning interface elements and design characteristics from existing literature, confirming the elements and design characteristics and discovering related elements for elearning interface design from generation Z students' perspective. This study used semi-structured for a focus group interview that included seven students. The focus group interview involved three main steps which were sampling, protocol and research instruments. This study validated several interface elements and design characteristics that contribute to the model of e-learning interface design. The findings could guide the interface designer in designing e-learning interface for generation Z students.
Adapting the user's cultural background to Interface Design (ID) can increase student engagement in elearning. The cultural dimensions of Hofstede's model have often been used as guidelines when adapting cultural interface design. As Malaysia's power distance cultural dimension has a perfect full score based on Hofstede's model, many interface developers tend to be guided solely based on the power distance cultural dimension. Therefore, this study aims to identify the impact of the power distance cultural dimension in e-learning interface design in Malaysia. A survey was conducted among generation Z students in public universities in Malaysia and collected 367 data. This study found that the power distance index of e-learning interface design by generation Z students in Malaysia scored 63, compared to the score from Hofstede's study, which was scored 100. Generation Z students in Malaysia disagreed with using images of leaders and theme colour of institutions in e-learning. They prefer the image element related to students and learning. It was also found that students want the theme colours of e-learning are not the formal colours of the institution. However, they still want the official logo of the institution to be presented in the e-learning interface. Therefore, this study can help e-learning interface developers design a worthy interface for generation Z students which increases student engagement in e-learning.
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