A A User Experience-Centered Design Framework for Optimizing English Learning on All-in-One Multimedia PC
DOI:
https://doi.org/10.32806/islamentary.v3i2.847Keywords:
User Experience (UX), All-in-One Multimedia PC (AOMPC),, Classroom Learning Engagement, Multimedia-Assisted Learning, Cognitive Load Theory, Educational Technology InnovationAbstract
This research aims to develop a user experience (UX)-centered design framework for educational content delivered through All-in-One Multimedia Personal Computers (AOMPCs), focusing specifically on optimizing English learning and enhancing teaching effectiveness. By analyzing existing AOMPC-based English learning applications, the research explores how content presentation influences students' motivation, classroom engagement, and academic performance. The findings reveal that user experience optimization relies on multiple interrelated dimensions, including interface design, interactivity, visual aesthetics, and multimedia integration. These elements collectively shape a more engaging and immersive learning environment. Furthermore, the study integrates theoretical perspectives with empirical data to identify core drivers of an effective AOMPC learning experience, such as real-time feedback, adaptive content, and interactive task design. These factors significantly elevate learner motivation and cognitive engagement. The study not only offers practical insights for designing multimedia teaching tools but also contributes a theoretical foundation for future research and innovation in educational technology.
References
Abdulrahaman, M. D., Faruk, N., Oloyede, A. A., Surajudeen-Bakinde, N. T., Olawoyin, L. A., Mejabi, O. V., Imam-Fulani, Y. O., Fahm, A. O., & Azeez, A. L. (2020). Multimedia tools in the teaching and learning processes: A systematic review. Heliyon, 6(11), e05312. https://doi.org/10.1016/j.heliyon.2020.e05312
Aljehani, L. M. (2022). The effectiveness of using color-coding in teaching grammar for female Saudi EFL learners in KSA. International Journal of English Language Education, 10(1), 21. https://doi.org/10.5296/ijele.v10i1.19956
Alsadoon, H. (2023). The impact of gamification on student motivation and engagement: An empirical study. Dirasat: Educational Sciences, 50, 386–396. https://doi.org/10.35516/edu.v50i2.255
AlShaikh, R., Al-Malki, N., & Almasre, M. (2024). The implementation of the cognitive theory of multimedia learning in the design and evaluation of an AI educational video assistant utilizing large language models. Heliyon, 10(3), e25361. https://doi.org/10.1016/j.heliyon.2024.e25361
Austin, K. (2009). Multimedia learning: Cognitive individual differences and display design techniques predict transfer learning with multimedia learning modules. Computers & Education, 53(5), 1339–1354. https://doi.org/10.1016/j.compedu.2009.06.017
Bai, Y., Liu, Y., Liang, Y., & Tang, M. (2019). Exploiting user experience from online customer reviews for product design. International Journal of Information Management, 46, 173–186. https://doi.org/10.1016/j.ijinfomgt.2018.12.006
Barraza, G. (2021). The role of aesthetics in classroom design: Implications for engagement and equity (Master's thesis, University of San Francisco). https://repository.usfca.edu/thes/1385
Capatina, A., Juarez-Varon, D., Micu, A., & Micu, A. E. (2024). Leveling up in corporate training: Unveiling the power of gamification to enhance knowledge retention, knowledge sharing, and job performance. Journal of Innovation & Knowledge, 9(3), 100530. https://doi.org/10.1016/j.jik.2024.100530
Capili, B., & Anastasi, J. K. (2024). Ethical guidelines and the institutional review board – An introduction. American Journal of Nursing, 124(3), 50–54. https://doi.org/10.1097/01.NAJ.0001008420.28033.e8
Esplendori, G. F., Kobayashi, R. M., & Püschel, V. A. A. (2022). Multisensory integration approach, cognitive domains, meaningful learning: Reflections for undergraduate nursing education. Revista da Escola de Enfermagem da USP, 56, e20210381. https://doi.org/10.1590/1980-220X-REEUSP-2021-0381
Ferreira, J. M., Acuña, S. T., Dieste, O., Vegas, S., Santos, A., Rodríguez, F., & Juristo, N. (2020). Impact of usability mechanisms: An experiment on efficiency, effectiveness and user satisfaction. Information and Software Technology, 117, 106195. https://doi.org/10.1016/j.infsof.2019.106195
González-Peño, A., Franco, E., & Coterón, J. (2021). Do observed teaching behaviors relate to students’ engagement in physical education? International Journal of Environmental Research and Public Health, 18(5), 2234. https://doi.org/10.3390/ijerph18052234
He, X., & Wu, D. (2023). Does additional audio really work? A study on users' cognitive behavior with audio-visual dual-channel in panoramic digital museum. Information & Management, 60(4), 103791. https://doi.org/10.1016/j.im.2023.103791
Kalyuga, S. (2007). Enhancing instructional efficiency of interactive e-learning environments: A cognitive load perspective. Educational Psychology Review, 19(4), 387–399. https://doi.org/10.1007/s10648-007-9051-6
Kang, E., & Hwang, H.-J. (2023). The importance of anonymity and confidentiality for conducting survey research. Journal of Research in Practical Education, 4, 1–7. https://doi.org/10.15722/jrpe.4.1.202303.1
Keenan, H. L., Duke, S. L., Wharrad, H. J., Doody, G. A., & Patel, R. S. (2022). Usability: An introduction to and literature review of usability testing for educational resources in radiation oncology. Technology in Innovation and Patient Support in Radiation Oncology, 24, 67–72. https://doi.org/10.1016/j.tipsro.2022.09.001
Lewis, J., & Sauro, J. (2021). Usability and user experience: Design and evaluation. In The Wiley Handbook of Human Computer Interaction (Chapter 38). https://doi.org/10.1002/9781119636113.ch38
Li, J., Xue, E., Li, C., & He, Y. (2023). Investigating latent interactions between students’ affective cognition and learning performance: Meta-analysis of affective and cognitive factors. Behavioral Sciences (Basel), 13(7), 555. https://doi.org/10.3390/bs13070555
Li, Y., Chen, D., & Deng, X. (2024). The impact of digital educational games on students' motivation for learning: The mediating effect of learning engagement and the moderating effect of the digital environment. PLOS ONE, 19(1), e0294350. https://doi.org/10.1371/journal.pone.0294350
Low, R., & Sweller, J. (2014). The modality principle in multimedia learning. In The Cambridge Handbook of Multimedia Learning (2nd ed.). https://doi.org/10.1017/CBO9781139547369.012
Lv, S., Chen, C., Zheng, W., & Zhu, Y. (2022). The relationship between study engagement and critical thinking among higher vocational college students in China: A longitudinal study. Psychology Research and Behavior Management, 15, 2989–3002. https://doi.org/10.2147/PRBM.S386780
Masina, F., Orso, V., Pluchino, P., Dainese, G., Volpato, S., Nelini, C., Mapelli, D., Spagnolli, A., & Gamberini, L. (2020). Investigating the accessibility of voice assistants with impaired users: Mixed methods study. Journal of Medical Internet Research, 22(9), e18431. https://doi.org/10.2196/18431
Maslov, I., Nikou, S., & Hansen, P. (2021). Exploring user experience of learning management systems. International Journal of Information and Learning Technology, ahead-of-print. https://doi.org/10.1108/IJILT-03-2021-0046
Morgan, P., & Patrick, J. (2010). Designing interfaces that encourage a more effortful cognitive strategy. Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 54, 408–412. https://doi.org/10.1177/154193121005400429
Mucedola, M. S. (2018). Intrinsic motivation paired with community outreach strategies to improve student success. The Clearing House, 91(6), 229–235. https://www.jstor.org/stable/48537806
Nakamura, W., Teixeira de Oliveira, E., & Conte, T. (2018). Applying design science research to develop a technique to evaluate the usability and user experience of learning management systems. Proceedings of the Brazilian Symposium on Computers in Education (SBIE), 953. https://doi.org/10.5753/cbie.sbie.2018.953
Nguyen, T., Cannata, M., & Miller, J. (2016). Understanding student behavioral engagement: Importance of student interaction with peers and teachers. The Journal of Educational Research, 111(1), 1–12. https://doi.org/10.1080/00220671.2016.1220359
Ogunyemi, A. A., Quaicoe, J. S., & Bauters, M. (2022). Indicators for enhancing learners’ engagement in massive open online courses: A systematic review. Computers and Education Open, 3, 100088. https://doi.org/10.1016/j.caeo.2022.100088
Pietarinen, J., Soini, T., & Pyhältö, K. (2014). Students’ emotional and cognitive engagement as the determinants of well-being and achievement in school. International Journal of Educational Research, 67, 40–51. https://doi.org/10.1016/j.ijer.2014.05.001·
Richardson, J. (2006). The role of students' cognitive engagement in online learning. The American Journal of Distance Education, 20(1), 23–37. https://doi.org/10.1207/s15389286ajde2001_3
Rogti, M. (2024). The effect of mobile-based interactive multimedia on thinking engagement and cooperation. International Journal of Instruction, 17(1), 673–696. https://doi.org/10.29333/iji.2024.17135a
Santoso, H. B., Schrepp, M., Isal, R. Y. K., Utomo, A. Y., & Priyogi, B. (2016). Measuring user experience of the student-centered e-learning environment. The Journal of Educators Online, 13(1), 58.
Shao, Y., Feng, Y., Zhao, X., et al. (2025). Teacher support and secondary school students’ learning engagement: A moderated mediation model. Scientific Reports, 15, 2974. https://doi.org/10.1038/s41598-025-87366-0
Skulmowski, A., & Xu, K. M. (2022). Understanding cognitive load in digital and online learning: A new perspective on extraneous cognitive load. Educational Psychology Review, 34, 171–196. https://doi.org/10.1007/s10648-021-09624-7
Sozio, G., Agostinho, S., Tindall-Ford, S., & Paas, F. (2024). Enhancing teaching strategies through cognitive load theory: Process vs. product worked examples. Education Sciences, 14(8), 813. https://doi.org/10.3390/educsci14080813
Srivastava, K., Siddiqui, M. H., Kaurav, R. P. S., Narula, S., & Baber, R. (2024). The high of higher education: Interactivity, its influence, and effectiveness on virtual communities. Benchmarking: An International Journal, 31(10), 3807–3832. https://doi.org/10.1108/BIJ-09-2022-0603
Tai, K. W. H., & Wei, L. (2023). Engaging students in learning and creating different translanguaging sub-spaces in Hong Kong English Medium Instruction history classrooms. Language and Education, 39(1), 190–231. https://doi.org/10.1080/09500782.2023.2248958
Tong, D. H., Uyen, B. P., & Ngan, L. K. (2022). The effectiveness of blended learning on students' academic achievement, self-study skills and learning attitudes: A quasi-experiment study in teaching the conventions for coordinates in the plane. Heliyon, 8(12), e12657. https://doi.org/10.1016/j.heliyon.2022.e12657
Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning – A literature review. Computers & Education, 149, 103818. https://doi.org/10.1016/j.compedu.2020.103818
White, H. (2013). An introduction to the use of randomised control trials to evaluate development interventions. Journal of Development Effectiveness, 5(1), 30–49. https://doi.org/10.1080/19439342.2013.764652
Wong, Z. Y., & Liem, G. A. D. (2022). Student engagement: Current state of the construct, conceptual refinement, and future research directions. Educational Psychology Review, 34, 107–138. https://doi.org/10.1007/s10648-021-09628-3
Xu, X., Shi, Z., Bos, N. A., & Wu, H. (2023). Student engagement and learning outcomes: An empirical study applying a four-dimensional framework. Medical Education Online, 28(1), 2268347. https://doi.org/10.1080/10872981.2023.2268347
Zhang, Y. (2022). Development and application of artificial intelligence multimedia technology based on big data. Mobile Information Systems, 2022, 2073091. https://doi.org/10.1155/2022/2073091
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Qiaojuan Shan
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
licensed under a Lisensi Creative Commons Atribusi 4.0 Internasional..
You are free to:
- Share — copy and redistribute the material in any medium or format.
- Adapt — remix, transform, and build upon the material.
Under the following terms:
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
