Usability in learning management systems: A mixed-method analysis

Usability analysis in software has a critical role in creating useful products for users and obtaining the necessary feedback. Learning Management Systems (LMSs) are among the most frequently used software in distance education. The usability of these systems is crucial for both student success and the quality of the service offered. This study examines LMS usability through faculty perceptions at a state university, employing a mixed-methods design. Quantitative data were collected using the System Usability Scale (SUS) from 109 faculty members, while qualitative insights were gathered from semi-structured interviews with nine participants. Statistical and thematic content analyses were employed to interpret and compare results. The quantitative analysis yielded an average SUS score of 63.85 ± 16, indicating moderate usability concerns. Based on findings from both the SUS responses and interview data, several recommendations were proposed, such as enhancing system infrastructure, simplifying the interface, improving instructional guidance, strengthening interaction features, optimizing file management, refining notification systems, addressing character encoding issues, and streamlining listing and reporting functions. The results underscore the importance of a user-centered development approach, incorporating participatory design principles. Future research should track how faculty adapt to LMS updates over time. We hope these findings will guide future usability studies.