Quantitative Evaluation of Young Users' Satisfaction with the Interface of a Digital Learning Platform

This study evaluated elementary school students' satisfaction with the user interface of digital learning platforms, addressing a persistent gap in interface-satisfaction research that has predominantly focused on university and secondary-school populations. Using a quantitative descriptive cross-sectional design, data were collected from 120 elementary school students selected through proportionate stratified random sampling across lower grades (1–3) and upper grades (4–6). A structured, age-adapted questionnaire measured five interface dimensions ease of use, visual appearance, navigation, interaction quality, and overall satisfaction—on both performance and importance scales. Instrument validity, assessed through corrected item-total Pearson correlations, was confirmed for all twenty-five items (r = 0.536–0.741, p < .001), and Cronbach's alpha indicated acceptable to strong reliability across dimensions (α = 0.698–0.854). Descriptive results showed that importance scores exceeded performance scores for every dimension, with Visual Appearance rated highest in current performance (M = 3.77) and Interaction Quality lowest (M = 3.38), despite the latter carrying one of the highest importance ratings (M = 4.18). Importance–Performance Analysis identified Interaction Quality as the sole dimension in the "Concentrate Here" quadrant, marking it as the foremost priority for improvement, while Ease of Use and Overall Satisfaction fell within "Keep Up the Good Work," Navigation within "Low Priority," and Visual Appearance within "Possibly Overkill." These findings demonstrate that a carefully validated, child-appropriate instrument can reliably capture young learners' interface perceptions and that responsive, feedback-rich interaction features, rather than visual or navigational elements, represent the most urgent target for enhancing children's digital learning experiences.