UI/UX Design and Evaluation: Web Platform to Support Self-Regulated Learning with a User-Centered Design Approach

Authors

  • Azhar Nurulhaifa Universitas Pendidikan Indonesia, Indonesia
  • Rizki Hikmawan Universitas Pendidikan Indonesia, Indonesia

DOI:

https://doi.org/10.33394/jp.v13i1.18304

Keywords:

Self-Regulated Learning, Cognitive Walkthrough, User-Centered Design, System Usability Scale, User Experience Questionnaire

Abstract

This study aims to develop and evaluate a UI/UX design that supports the three phases of Self-Regulated Learning (SRL)—forethought, performance, and self-reflection—and to assess user satisfaction, usability, and feature suitability. The research employed a User-Centered Design (UCD) approach, involving two rounds of usability testing with ten participants. Data were collected using the Cognitive Walkthrough (CW), System Usability Scale (SUS), User Experience Questionnaire–Short (UEQ-Short), and semi-structured interviews to gather user feedback and suggestions for improvement. The collected data were analyzed using descriptive quantitative techniques. The results demonstrate consistent improvements across testing phases, with the SUS score increasing from 77.5 to 88, indicating an “excellent” level of usability. In addition, the final UEQ-Short overall score reached 2.575, which falls within the “excellent” acceptance category. This study addresses the limited availability of direct feedback during the self-reflection phase of SRL by integrating an AI-based chatbot as an adaptive reflection partner. The chatbot provides real-time metacognitive feedback, thereby enhancing learners’ reflective processes and supporting more effective self-regulated learning.

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Published

2026-01-06

How to Cite

Nurulhaifa, A., & Hikmawan, R. (2026). UI/UX Design and Evaluation: Web Platform to Support Self-Regulated Learning with a User-Centered Design Approach. Jurnal Paedagogy, 13(1). https://doi.org/10.33394/jp.v13i1.18304

Issue

Vol. 13 No. 1 (2026): January (IN PROGRESS)

Section

Articles

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