A COGNITIVE-AFFECTIVE MODEL DEVELOPMENT OF USER SATISFACTION CONSIDERING CULTURAL DIMENSIONS IN LEARNING MANAGEMENT SYSTEM (LMS) INTERFACE DESIGN

• Main Author: Salma, Melati
• Format: Theses
• Language: Indonesia
• Online Access: https://digilib.itb.ac.id/gdl/view/78893
• Institution: Institut Teknologi Bandung

The use of Learning Management Systems (LMS) in the higher education environment has experienced rapid growth. In the development of LMS for higher education in Indonesia, the main challenge is to create a user interface design that supports student performance and satisfaction while considering diverse learning needs and Indonesian cultural values to create an effective, efficient, and culturally relevant learning platform. This research aims to develop a user satisfaction model for LMS that takes into account cognitive and affective dimensions, as well as cultural factors. The cognitive-affective dimensions measured in this model include efficiency, effectiveness, classical aesthetics, expressive aesthetics, and playfulness. The measured cultural dimensions are power distance and collectivism. A survey method was employed, involving 348 students from various universities in Indonesia as respondents. Data collection was done through a questionnaire designed to measure students' perceptions of the mentioned dimensions. The collected data were then analyzed using descriptive statistics and SEM to identify relationships between the measured dimensions. The research results show that user satisfaction with LMS in higher education can be influenced by cognitive and affective factors. The dimensions of efficiency and effectiveness have a significant impact on user satisfaction, indicating that ease of use and successful achievement of learning goals are crucial. Furthermore, classical aesthetics and expressive aesthetics also play a role in shaping user satisfaction, suggesting that visually appealing LMS interfaces can enhance the user experience. On the other hand, playfulness showed insignificant influence on user satisfaction with a p-value of 0.179. Additionally, this research indicates that cultural factors, namely power distance, also influence LMS user satisfaction with p-value of 0.001. Students tend to be more satisfied with LMS that are structured and have familiar, symmetric, and clear functions. This reflects the values of power distance in Indonesian culture. Meanwhile, collectivism proved no significant influence on LMS satisfaction with a p-value of 0.090.