Investigating the Usability of Universities’ Websites: Upgrading Visualization Preference and System Performance

Abstract

The usefulness of a web site is based on the prospect of a satisfactory website user. In improving the usefulness of a university’s website, it is essential to present precise data and disseminate prompt information to students. This paper was conducted to analyse and recommend a better process for the information display (content and work processes) of university websites development. Questionnaires were distributed and feedbacks were received from 350 respondents. The aim of the study was to evaluate the effectiveness of the process of (content and processes) of the university websites based on five main aspects: i) Content and Organization Structure, ii) Linkages and Navigation, iii) Language, iv) Education Content and v) Option and Performance. Analysis showed that the percentage of question items has a positive tendency in perception regarding improvements need to enhance the intensity of the university website portal, especially in terms of links, content organization and live help desk requirements that can directly provide an easier means of that can providing information and accelerating up the operation of receiving data. In summary, this study also outlines the proposal for academic websites display to increase the serviceability of the site to users.

The Impact of Serious Games on Learning in Primary Education: A Systematic Literature Review

“…Secondly, studies suggest that the disadvantages may be attributed to the level of competition generated in the classroom, which can lead to difficulties in managing time and generating anxiety, especially in women (Rocha & Dondio, 2021). The lack of knowledge and the educational approach by the teacher can also contribute to a false attribution in achieving objectives (Hafeez, 2021;Shiau Gee et al, 2022).…”

“…Additionally, no distinctions were made regarding the duration of digital game applications, which would be important to consider in future research, as some studies have short periods of application; while others are longitudinal. Examining long-term experimental results and considering the age of the students and the demands generated from the actors' perspective is also suggested (Flores-Bascuñana et al, 2019;Shiau Gee et al, 2022).…”

“…However, existing literature indicates that the disadvantages are associated with excessive screen time, games that are not understandable or boring, games with too much distraction, and games that allow tracking of the learning curve (Hafeez, 2021). Likewise, the lack of an educational focus, the need for a device, and time management are added, as disadvantages that could be evident in the classroom (Shiau Gee et al, 2022).…”

“…However, gaps are evident that point to upcoming efforts in the evaluation of emotional factors (Flores-Bascuñana et al, 2019;Shiau Gee et al, 2022) and the negative experience of using digital games during mathematics learning that could lead to maths anxiety, with a loss of confidence that is more attenuated in women than in men (Rocha & Dondio, 2021).…”

“…These forms of behaviour can provoke panic feelings and low satisfaction in the usability of the game. Additionally, it was found that in some cases, teachers lacked appropriate knowledge and methodologies to apply serious games in the classroom (Hafeez, 2021;Shiau Gee et al, 2022), which generated greater exhaustion and discouragement in students to continue interacting on the computer or mobile device. The following issues were mentioned in the analysis of the research.…”