A Culturally Aware Approach to Learning System Interface Design

Abstract

This mixed methods research explored interface design strategies for users from different cultures and localized settings. Guided by the cultural-historical development theory and HCI research, four critical factors—navigation design, information organization, layout design, and visuals—were investigated in designing culturally relevant interfaces for Americans and Taiwanese. American and Taiwanese groups—both contained two sub-groups of 30 participants—were recruited for the quantitative phase. Each participant was exposed to only one interface with content composed in their native language. However, one sub-group in each ethnic group was exposed to a culturally relevant interface and another was exposed to an alien interface. MANOVA on overall performance in both American and Taiwanese groups were significant. Americans performed better using the American interface (Wilks’s Λ=.85, F= 5.15, p< .01). They had significantly shorter performance time in the American (M=775) than the Taiwanese (M=1003) interface (F=6.29, p<.05), but differences on performance accuracy were not significant (F=2.74, p=.103). Taiwanese performed better using the Taiwanese interface (Wilks’s Λ=.67, F=14.06, p< .01). They had shorter performance time in the Taiwanese (M=743) than the American (M=1353) interface (F=6.29, p<.05), and they also had higher performance accuracy on the Taiwanese (M=11.7) than the American (M=10.0) interface (F=7.94, p<.01). In addition, t-test on overall preference in both American and Taiwanese groups were significant. Americans preferred the American (M=58.5) over the Taiwanese (M=53.0) interface (t=2.11, p< .05). And Taiwanese preferred the Taiwanese (M=58.7) over the American (M=46.9) interface (t=3.48, p<.01). Qualitative interviews of six American and six Taiwanese participants revealed three themes: First, when searching, Taiwanese were explorative and relied on hierarchical relationships; while Americans relied on prior experiences and analytical categorizations. Second, both groups have higher affiliation with design features matching their preferences. Finally, matching design features with users’ expectations and needs promotes positive perceptions and enhances interface usability. Both quantitative and qualitative Results imply that user interface designers should consider cultural perspectives when designing interfaces for online learning systems. Further studies might consider the relative impacts of the navigation, information structure, layout, and visual design on a broad range of user differences might have on learning.