Contents lists available at ScienceDirect

International Journal of Human-

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Computer Studies publishes research

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https://www.sciencedirect.com/journal/international-journal-of-human-computer-
studies

AI-Driven User Interface Design: Enhancing

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Digital Learning and Skill Development
Abdul Razaque Salim Hariri Joon Yoo

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School of Computing Department of Electrical and School of Computing
Gachon University South Korea Computer Engineering Gachon University South Korea
[email protected] University of Arizona [email protected]
[email protected]

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Abstract: Rapid technological advancement and extensive utilization of digital applications have revolutionized
consumer engagement with technology, hence emphasizing the necessity for effective education and skill enhancement.
The acquisition of digital skills is hindered by deficiencies in user interface design. This paper examines the
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enhancement of user learning and skill acquisition on digital platforms through UI design. The study employs a
comprehensive literature review, user testing, and questionnaires. The literature study analyzes contemporary research
on UI design principles, learner engagement, and user interaction, emphasizing design elements pertinent to skill
development. Empirical study indicates that UI design elements like navigation, interactivity, and accessibility
influence users' learning experiences. The incorporation of AI-driven UI design as a transformative remedy to existing
challenges is substantial. AI-driven interfaces adjust users' preferences, behaviors, and skill levels through machine
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learning. Artificial intelligence can enhance information dissemination, navigation, and adaptive learning by utilizing
user interaction data, thereby fostering a personalized and intuitive experience. AI-powered chatbots, predictive
analytics, and automated assistance deliver rapid support, diminishing learning obstacles and augmenting user
engagement. This study demonstrates that intuitive and adaptable user interface designs are essential for effective
learning. Employ AI-driven functionalities to enhance personalization, utilize gamification to boost user engagement,
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and implement streamlined navigation to diminish cognitive burden. Digital platforms can transcend conventional
limitations by integrating AI-driven adaptability with user interface design principles to improve effective learning and
cultivate technology-driven skills. This study provides actionable guidelines for creating user interfaces that improve
digital learning, engagement, and skill development.
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Keywords: Digital skill enhancement, User interface design, AI-Driven UI, Personalized user experience, Machine
learning in UI, Gamification, Predictive analytics.

1. Introduction
The internet and digital devices have become essential components of people's daily lives because of the rapid
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development of technology [1]. The most up-to-date data shows that internet and cell phone usage has been on
the rise. Users engage with digital devices for about seven hours daily. A person's information-gathering methods
and educational prospects are affected by the ubiquitous nature of current technologies, which are being relied
upon more in both personal and professional domains [2]. The internet's revolutionary power has transformed
online education for both students and working professionals. Online courses are popular because they allow
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students a lot of freedom in terms of when and where they study, as well as a low entry barrier and a wealth of
resources to help them succeed academically and personally. That is why taking classes online has become so
common [3]. User experiences, sometimes shortened to UX, are crucial to the effectiveness of digital pedagogical
tools [4-5]. Designing a pleasing user interface (UI) is the first step in making these technologies accessible to
end users. However, new digital technologies also provide challenges that make it more difficult to acquire new
knowledge and hone existing abilities. Excessive data and a poor user interface are the root causes of all these
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issues [6]. A lot of platforms offer features that users don't need or understand, which makes navigation more
difficult and distracting. These challenges have heightened worries about how digital learning systems' user
interfaces affect engagement and skill development. Furthermore, what problems with the design of the user
interface impede the user's ability to learn?

Please cite this article as: First author et al., Article title, Computers & Education (2025),
http://dx.doi.org/10.1016/j.cviu.2017.00.000

This preprint research paper has not been peer reviewed. Electronic copy available at: https://ssrn.com/abstract=5114814
 Many existing platforms fail to adequately facilitate connections between students and teachers, exacerbating
learning problems [7]. Switching to less complex solutions could negatively impact on the platform's adoption
and retention rates. Badly designed user interfaces can annoy users and make them less productive [8]. The

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consequences of these deficiencies are substantial [9]. A well-designed user interface (UI) acts as a go-between
for humans and computers [10], facilitating conversation and speeding up processes. Conquering these obstacles

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is of the utmost importance. Features like gamification, interactive films, tooltips, and clear navigation help
improve skills and facilitate learning by creating a user-centered learning environment. This raises further
concerns regarding the necessity of visual and interactive elements in designing an optimal learning environment.
Would adopting an AI-driven user interface design approach for web-based systems better address these
problems?
AI-driven user interfaces provide a fresh perspective on tackling these problems. In this case, machine learning
algorithms tailor user interfaces to the preferences and learning styles of individual users [11]. Artificial

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intelligence (AI) has the potential to generate adaptive learning pathways, customize information delivery, and
enhance visual elements like layouts, typography, and navigation systems by evaluating data on user interactions.
This modification improves the learning experience by making it more engaging, simplifying complex interfaces,
and making the learning process shorter [12]. AI powers a variety of technologies, including chatbots, automated

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assistance, and predictive analytics. These innovations allow for seamless interactions and real-time support, both
of which substantially enhance the user experience. The goal is to develop AI-powered learning systems with
customizable user interfaces. The system is continuously tweaking the UI to meet user demands. To do this, data
on user interactions, learning algorithms, and component analysis all work together. We need to employ predictive
analytics to build a more dynamic and participatory learning space by providing personalized content, adaptable

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navigational pathways, and enhanced aesthetic appeal. As proof, look at the different levels of user involvement
that have been linked to intentional gamification strategies, such as keeping track of progress, giving quizzes, and
adding interactive elements. Artificial intelligence (AI)-powered feedback mechanisms and real-time data can
enhance ongoing improvement. By doing so, we may design spaces that are not just functional but also pleasant
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and educational.
The proposed method, which combines AI-driven features with standard notions of user interface design,
surpassed previous methods. This leads to the development of tools that help children from diverse backgrounds
become more skilled and interested in technology. The remainder of the paper is organized as: Section 2 discusses
related work about the impact of UI design on learning. Section 3 presents the proposed AI-enabled VCLP plan
of identifying the appropriate view for the user interface. Section 4 provides the results and discussion of the
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results. The complete study is finally summarized in section 5.

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Fig.1. General concept of AI user interface

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1.1. Research Contributions

 It highlights using AI-driven design to develop adaptable user interfaces that customize experiences according
to user preferences, behaviors, and proficiency levels. The study illustrates how artificial intelligence may
utilize machine learning and predictive analytics to dynamically modify navigation, visual components, and
content delivery, hence enhancing user engagement and learning results.
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 Gamification and interactive features like animations, quizzes, and progress tracking are examined in research
investigation as ways to increase user engagement and motivation. It demonstrates that moderate interactivity,
favored by 39.1% of users, improves usability without inundating users, thus preserving an optimal
equilibrium for successful learning.

This preprint research paper has not been peer reviewed. Electronic copy available at: https://ssrn.com/abstract=5114814
  Providing actionable suggestions for UI enhancements, including the adoption of straightforward navigation,
the use of bold and legible font, and the implementation of visually captivating designs. These
recommendations are substantiated by actual user feedback, with 70% preferring uncomplicated,

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1.2. Problem identification and significance

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In today's world of digital technologies and applications, there is a major challenge in user learning and skill
development. The user interface (UI) often does not facilitate effective learning and does not help users maximize
the capabilities of digital applications and platforms. The interface of a software application is usually the first
screen encountered by a user before accessing its contents. It is important to ensure that the interface is presented
in a clear, concise, and logical manner Muslim et. al. [16]. Many digital applications and platforms provide many
features, capabilities, and tools that users cannot fully appreciate due to poor user interface design [9]. Often
interfaces are confusing, unintuitive, and not focused on user education. Users may feel lost and unable to

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maximize their use of the application or platform. This problem can have significant and far-reaching implications.
Firstly, it decreases efficiency and user satisfaction, which can result in developers and companies that offer digital
products becoming unprofitable. Secondly, it limits the potential for users to learn and develop digital skills, which

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is crucial in a constantly evolving digital landscape and for professional growth. Insufficient user interface (UI)
design may contribute to a society lacking digital literacy skills, thus increasing the divide between technologically
literate and illiterate populations. This issue is crucial as it has a direct impact on user experience, business
prosperity, and educational prospects. Improved user education and skills development in relation to digital
applications and platforms have become fundamental constituents of modern life, and their resolution has the
capacity to augment the standard of user interaction with technology. One potential solution to this problem may

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be to define criteria for more intuitive educational interface designs that focus the user's attention on key functions
and features.

2. Related Work
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This section highlights the key features of the present work. The clarity and accessibility of functions after user
interaction with the application's interface are consistent with efficient navigation principles, hence improving the
overall user experience (UX). Vlasenko et al. [6] conducted a theoretical examination of scholarly literature and
resources that give principles for UI/UX design in educational systems. Using current AI-generated research
allows designers to apply best practices and proven methodology. As a result, effective and efficient design
decisions can be made. Relying solely on existing resources and scientific publications may limit the research
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scope, potentially leaving out important components or unique scenarios relevant to the design project. Jusoh et
al. [5] used a UX study to combine quantitative and qualitative data. It can help to understand the needs of
consumers, motivations, and obstacles through qualitative approaches such as in-depth interviews. However,
executing and assessing the data requires more time and resources. Quantitative methods provide quick results
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and allow for comparisons between user groups. These tactics may fail to reveal nuanced nuances and context
that are critical to the user experience. In a separate study, researchers used SUS methodology-based questions to
analyze the platform's usability, adoption willingness, and grasp of its functions.
Korableva et al. [7] interviewed respondents and asked them to rank the most appropriate response on a scale of
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1 to 5 (from "strongly agree" to "agree"). The study aimed to identify challenges connected with platform
utilization. The SUS is an efficient and quick way to assess system usability. It does not require extensive
computations and integrates effortlessly with a variety of systems. It focuses primarily on assessing the system's
usability, potentially missing other criteria such as efficiency and user satisfaction. Nasution et al. [17] used the
design thinking technique, which includes several steps aimed at identifying and comprehending users, their
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difficulties, and solutions, allowing the author to define the problem from a specific perspective. Prototyping and
testing make it easier to evaluate concepts in practice, which allows for changes based on AI user feedback.
Nonetheless, an iterative procedure encompassing research, prototype, and testing phases may need significant
resources and time. The incorporation of gamification into the learning process can increase involvement, engage
students, stimulate enthusiasm, and lead to improved learning using gamification tactics. Pamudyaningrum et al.
[18]. Gamification components may not incentivize all users. Some people may be uninterested or dismissive of
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the method. According to Laur and Lutoshkin [19], automating evaluation and progress calculations, as well as
visualizing learning triumphs, motivates students even more. As a result, puzzles, quizzes, and mini-games help
to compensate for low student engagement. In some cases, the use of gaming features may be counterproductive
and detract from the core goals if not executed properly.
Arifin et al. [20] investigated and evaluated existing distance learning systems (DLS) to identify a set of
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requirements for a distance learning system. Sundar et al. [21] investigates the design and implementation of a
user interface, stressing intuitive navigation and interactive components to increase user engagement. The
proposed method employs multimedia technologies. The accessible educational environment is created using
gamification. The proposed method increased motivation and accessibility; one major disadvantage is the danger
of cognitive overload if the interface becomes overly intricate. Our proposed study underlines the importance of

This preprint research paper has not been peer reviewed. Electronic copy available at: https://ssrn.com/abstract=5114814
 simplicity and balancing engagement in user interface design to improve learning acquisition. Nonetheless, these
tactics represent a significant advancement in user education; nonetheless, they frequently overemphasize the
general component, ignoring the specific factors that drive learning. Examining theoretical learning resources and

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evaluating contemporary platforms reveals the importance of AI-driven VCLP properties that assist knowledge
acquisition. The survey is conducted to gather user input on the efficacy of the identified AI-enabled VCLP.

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Surveys can help reveal design problems that impede learning or lower the platform's overall perception. Table 1
shows a comparison of the existing methodologies.

TABLE 1: Comparison of the existing approaches

Approaches Proposed solution Strength Limitations

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Vlasenko et al. [6] Theoretical analysis Proven methods and best Limited scope of research
of research papers and practices from existing
resources research

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Jusoh et al. [5] Research Can help researchers gain a Requires more time and
methodology which deeper understanding of resources to conduct and
included qualitative users' needs, motivations analyze data. Do not reveal
and quantitative data and problems. It is feasible subtle details that may be
to compare various user important to the user

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groups.

Korableva et al. [7] Questionnaires based SUS is a relatively simple Focuses on evaluating the
on the SUS and quick way to assess the usability of the system, and
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methodology usability of a system may not consider other
aspects such as efficiency,
user satisfaction, etc.

Nasution et al. [17] The design thinking Test ideas in practice and Can require significant time
method then make adjustments based and resources
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on feedback from users

Pamudyaningrum et Introducing game Сan lead to improved Not all users may be
components into the learning and play skills motivated by game elements
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al.[18]
educational process through the application of
gamification techniques

Laur and Gamification Increasing the involvement In some cases, the use of
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Lutoshkin[19] combined with and motivation game elements can distract

UI/UX design learners from the main objectives if
they are not applied
correctly.
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Arifin et al.[20] Analysis existing An analysis of existing Sometimes analyses of

DLS systems allows you to learn existing systems may not
from the experience of other take into account student
organizations and training opinion and feedback, which
platforms. This can help to can lead to unsatisfactory
avoid repeating mistakes results.
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and implement best

practices.

Sundar et al. [21] Analysis of target By analyzing the target The questionnaire questions
audience and audience and analogues, it is encompass the general
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analogues with possible to identify the structure of the platform.

additional requirements of the system. However, it is crucial to
questionnaires Questionnaires provide a tailor the enquiries to
structured way of collecting specific aspects.

This preprint research paper has not been peer reviewed. Electronic copy available at: https://ssrn.com/abstract=5114814
 feedback from users.

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Our solution: Studying theoretical The analysis method can Objective understanding of
materials on learning identify design issues that performance and
platforms and may impede learning or perspectives may be missing.

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analyzing existing create a negative impression
platforms. Identifying of the platform.
an important VCLP.

3. Proposed AI-Enabled Components of Learning Platform

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The potential for AI to transform user experience, enhance navigation, and foster skill development in educational
systems is immense [22-23]. The proposed technique will personalize the learning environment using AI
components according to user needs. Integrating intelligence into observable, useful, and modifiable parts, these
components aim to remedy the drawbacks of traditional learning methods. Platforms powered by artificial

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intelligence will gather and analyze user interaction data to tailor learning experiences. We utilize adaptive
navigation algorithms to direct users through content according to their distinct learning pathways. These
technological advancements improve the organization of information to augment human recall and cognitive
capacities. Individual preferences are considered when modifying visual elements, such as interface layouts,
typography, and multimedia components. This ensures a pleasant and immersive user experience. An AI-driven

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system can analyze user behavior patterns to suggest specific learning modules, alter color schemes, or tweak text
sizes to improve reading and concentration. Integrating gamified elements driven by artificial intelligence is
another essential component. When features such as progress monitoring, assessments, and interactive challenges
are updated in real-time, the user's speed and proficiency are considered. This guarantees the user will maintain
their motivation and ongoing involvement during the transaction. Furthermore, artificial intelligence-powered
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chatbots and virtual assistants offer instantaneous feedback and guidance, thereby reducing cognitive barriers and
improving the overall learning experience [24]. Predictive analytics enables the detection of possible difficulties,
hence streamlining the execution of preemptive measures. Figure 2 depicts the proposed AI-driven user interface.
Figure 2 depicts the proposed solution, which includes data collection, analysis, AI processing, and real-time
adaptation. Artificial intelligence drives this system, which provides an adjustable user interface and content
delivery. The "data collection" module compiles the data from a variety of sources. This information includes user
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interactions, real-time statistics, browser activity, feedback, and purchase history. These diverse data sources can
comprehensively understand user behavior and preferences. A machine learning algorithm examines aggregated
data, incorporating both unsupervised and supervised learning techniques. We employ these techniques for feature
extraction, predictive modeling, object clustering, and labeled data management.
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This research converts raw data into practical insights. improving comprehension and forecasting customer
requirements. The "AI System" module receives processed data and integrates interface design, content
distribution, and navigation enhancement. The AI system employs these insights to deliver a customized and
responsive user experience, adjusting content and interface components to align with individual tastes and
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behaviors. The "Real-Time Adaptation" module utilizes the AI system's output to provide interactive features like
tooltips and lessons. These elements improve user navigation within the interface, enhancing usability and
engagement. The feedback loop from real-time adaptation to the AI system makes sure that the interface is always
getting better, which promotes a dynamic and user-centered design process. This integrated process emphasizes
the collaboration of data, AI, and real-time user assistance in developing efficient and flexible solutions.
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This preprint research paper has not been peer reviewed. Electronic copy available at: https://ssrn.com/abstract=5114814
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Fig 2: Proposed AI-enabled user interface design

Algorithm 1: Visual components of the learning platform

Input: {𝑈𝑑 ; 𝐿𝑚𝑎 ; 𝑉𝑐𝑎 in
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Output:{𝜃} out
1. Initialization: {𝑈𝑑: User interaction data, 𝐿𝑚𝑎: Learning methods analysis, 𝑉𝑐𝑎: Visual components
analysis, 𝜃: Improved UI for learning}
2. 𝐿𝑚𝑎 = AnalyzeLearningMethods()
3. 𝑉𝑐𝑎 = StudyVisualComponents()
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4. if 𝐿𝑚𝑎 == "specificNeedsIdentified" then

5. Set 𝑉𝑐𝑎 == "identifiedFeatures" && 𝜃 = DesignImprovedInterface ()
6. else
7. Set "Refine visual components analysis for better UI design"
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8. else-end
9. else
10. Set Revisit learning methods analysis for better understanding of user needs"
11. else-end
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12. end-if

The algorithm-1 focuses on analyzing and improving the visual components of a learning platform based on user
interaction data, learning methods, and visual components. It takes three inputs: user interaction data, learning
methods analysis, and visual components analysis, with the output being an improved user interface. The process
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begins with the initialization of inputs. User interaction data is collected, learning methods are analyzed through
the function AnalyzeLearningMethods(), and visual components are studied using the function
StudyVisualComponents(). Based on the analysis, if specific user needs are identified, the algorithm updates to
reflect "identifiedFeatures" and designs an improved interface using the function DesignImprovedInterface(),
updating θ.
If no specific requirements are identified, the approach enhances UI design by fine-tuning the visual component
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analysis. If this refinement is insufficient, it returns to the learning techniques analysis to better understand the
user's preferences. Iterative decisions are made until a better user interface is created.
3.1. Analysis of learning methods
The analysis of learning methods involves examining current approaches to learning platforms to identify their
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benefits and limitations. This will help us to understand which aspects of learning are being mainstreamed and
which remain under-researched. The analysis of learning methods' effectiveness depends on their current
employment on the platforms and the positive or negative aspects identified through research. The Equation (1)
can be expressed as follows:
𝐿𝑚𝑎 = 𝑓(𝐶𝑎 , 𝐼𝑏𝑙) (1)

This preprint research paper has not been peer reviewed. Electronic copy available at: https://ssrn.com/abstract=5114814
 Where Lma represents the analysis of learning methods; Ca is the current approach to learning platforms; Ibl is the
identification of benefits and limitations of approaches to learning.

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Hypothesis-1: The effectiveness of learning methods (Lma) is positively correlated with both the current approach
to learning on platforms (Ca) and the identification of benefits and limitations (Ibl) associated with these

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approaches.
Proof: Effectiveness of learning methods (Lma) is positively correlated with the current approach to learning on
platforms (Ca). We can use a correlation analysis to demonstrate this relationship statistically. For instance,
suppose we have a dataset where different learning methods (Lma) are rated in terms of effectiveness along with
the current approach to learning on platforms (Ca𝑖). Employing Pearson's correlation coefficient or Spearman's
rank correlation coefficient, we can analyze the strength and direction of the relationship between Lma and Ca. If

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the correlation coefficient is positive and statistically significant, it supports the hypothesis that as the current
approach to learning on platforms improves, the effectiveness of learning methods also increases.
Lma = k1 * Ca𝑖 + C1 (2)
where k1 represents the coefficient of the relationship between Lma and Ca.

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Effectiveness of Learning Methods (Lma) is positively correlated with the identification of benefits and limitations
(Ibl) associated with these approaches:
Like the first part, a correlation analysis can be conducted between Lma and Ibl. If there is a positive and significant
correlation between the effectiveness of learning methods and the identification of benefits and limitations
associated with these methods, it supports the hypothesis.

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Lma = k2 * Ibl + C2 (3)
where k2 represents the coefficient of the relationship between Lma and Ibl.

Hypothesis-2: The iterative update of the current approach to learning on platforms ( Cai+1) by adding changes (
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△ Ca) to the existing state (Cai) leads to an evolution or modification of the learning approach.
Proof: The hypothesis suggests that by applying changes to the current approach to learning on platforms, the
subsequent state ( Cai+1) is achieved, indicating an iterative process of refinement or alteration in the learning
approach. The formula can be expressed as follows:
𝐶𝑎𝑖+1 = 𝐶𝑎𝑖 + △ 𝐶𝑎𝑗 (4)
Where Cai+1 represents the iterative update of the effectiveness of learning methods; △ Ca is the changes that
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applied on learning platforms; Cai is the existing state.

By calculating the difference in the effectiveness of learning before and after applying changes ( △ Ca) to the
'Current Approach to Learning on Platforms', we can determine if the modifications led to an improvement,
degradation, or no significant change in the effectiveness of the learning approaches. If the changes result in
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noticeable improvements consistently across iterations, it supports the hypothesis that the iterative updates (
Cai+1 = Cai + △ Ca) lead to the evolution or modification of the learning approach, ultimately affecting its
effectiveness.
Similar to the previous equation, Equation (5) updates the identification of benefits and limitations based on
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changes applied to the current state to obtain the next state.

Ibli+1 = Ibli +△ Ibl𝑗 (5)
Where Ibli+1 represents the iterative update of the effectiveness of learning methods; △ Ibl𝑗is the changes that
applied on learning platforms; Ibli is the existing state.
Lemma-1: The iterative update of the identification of benefits and limitations (Ibli+1) based on changes ( △ Ibl𝑗)
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applied to the current state (Ibli ) demonstrates the adaptability and evolution of the process of identifying benefits
and limitations associated with learning approaches.

Corollary-1: Given the iterative nature of the Equation (5), a consistent application of improvements ( △ Ibl) to
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the identification of benefits and limitations (Ibl) is likely to lead to continuous refinement and enhancement of
the understanding and assessment of benefits and limitations associated with learning approaches over successive
iterations.
Equation (6) represents the iterative update of the effectiveness of learning methods by incorporating changes to
the existing state to obtain the next state.
𝐿𝑚𝑎𝑖+1 = ( 𝐿𝑚𝑎𝑖 + Δ 𝐿𝑚𝑎𝑗) (6)
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Where Lmai+1 represents the iterative update of the effectiveness of learning methods; Δ Lmais the changes that
applied on learning platforms; Lmai is the existing state.

This preprint research paper has not been peer reviewed. Electronic copy available at: https://ssrn.com/abstract=5114814
 Lemma-2: The iterative update of the effectiveness of learning methods ( Lmai+1) by incorporating changes (Δ
Lma𝑗) to the existing state ( Lmai) signifies the dynamic nature of enhancing the effectiveness of learning methods

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through continuous improvements.
Corollary-2: The Equation (6) denotes that consistent and meaningful modifications (Δ Lma) applied to the
effectiveness of learning methods ( Lma) are likely to contribute to continuous enhancements and advancements

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in learning outcomes over successive iterations.
3.2. Investigate AI-Enabled VCLP
Studying visual components of learning platforms is important in the field of education and online learning. Visual
elements such as interface ergonomics; user interface usability and other aspects play a key role in usability and
affect the effectiveness of learning. In this study, we consider analyzing the visual components of educational

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platforms to identify the key elements that contribute to convenient and effective learning. The Equation (7)
defines that the analysis of VCLP is a function of various factors such as ergonomics, user interface and other
elements affecting learning.
𝑉𝐶𝐿𝑃 = 𝑓(𝜔,𝑈𝐼,𝜆) (7)

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Where VCLP represents Visual Component of Learning Platform; 𝜔 is the ergonomics; UI is the User Interface;
𝜆 are the other elements affecting learning.

Definition-1: Ergonomics, within the scope of this research, pertains to the scientific study and application of

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principles aimed at enhancing the design and usability of digital interfaces, systems, and platforms. It emphasizes
creating user-centric designs that accommodate human capabilities, behaviors, and limitations to improve user
comfort, efficiency, and performance while interacting with digital applications. In the context of UI design,
ergonomics involves optimizing the layout, functionality, and usability of digital platforms to promote effective
learning and skill development, ensuring that the interface aligns with users' cognitive and physical capabilities,
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thereby enhancing their overall experience and learning outcomes.

Algorithm 2: Activation of the AI-driven visual components of the learning platform

Input: {µ, 𝑈𝐼, 𝑂𝑡𝑒} in

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Output:{𝑉𝐶𝐿𝑃} out
1. Initialization: {µ: Ergonomics, 𝑈𝐼: User Interface, 𝑂𝑡𝑒: Other elements affecting learning,
𝑉𝐶𝐿𝑃: Visual components of learning platform}
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2. function 𝑎𝑛𝑎𝑙𝑦𝑧𝑒𝑉𝐶𝐿𝑃( µ, 𝑈𝐼, 𝑂𝑡𝑒)

3. if ( µ == available & 𝑈𝐼 == available & 𝑂𝑡𝑒 == available )
Show 𝑉𝐶𝐿𝑃= 𝑓( µ, 𝑈𝐼, 𝑂𝑡𝑒)
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Set 𝑉𝐶𝐿𝑃
4. else
Set "Insufficient data to perform analysis "
5. end-else
6. end-if
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Algorithm-2 delves into visual elements such as interface ergonomics, user interface usability and other aspects
play a key role in usability and affects the effectiveness of learning. Step 1 initialize elements of the algorithm.
Step 2 defines analyzeVCLP that takes inputs such as ergonomics, user interface, and other elements affecting
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learning to analyze the VCLP. Step 2-67 checks if all input factors required for the analysis are available. If all
factors are available, it uses the function to compute the VCLP value based on the provided factors. If any input
factor is missing, it prompts an output message indicating insufficient data to perform the analysis.
Equation (8) represents the iterative update of ergonomics of learning methods by applying changes to the existing
state to obtain the next state.
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𝐸𝑟𝑔𝑖+1 = 𝐸𝑟𝑔𝑖 + ∆𝐸𝑟𝑔𝑗 (8)

Where Ergi+1 represents the iterative update of ergonomics of learning methods; ΔErg𝑗 is the changes that applied
on learning platforms; Ergi is the existing state.

This preprint research paper has not been peer reviewed. Electronic copy available at: https://ssrn.com/abstract=5114814
 VCLP plays a key role in the usability of learning platforms (LPs). Interface ergonomics, color scheme,
typography, use of multimedia all influence information perception, user engagement and ultimately learning
effectiveness.

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Definition-2: The term "visual component" refers to any individual graphic or design element that contributes to
the overall appearance, aesthetics and functionality of a digital interface or platform. These components are an

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integral part of the user interface and have a significant impact on how users perceive, interact with and understand
information within digital applications or platforms.
𝑁
1
𝑉𝑐𝑎𝑣𝑔 = (𝑉𝑐𝑖) (9)
𝑁
𝑖=1
Where 𝑉𝑐𝑎𝑣𝑔 represents the average rating of a specific visual component across all observations; 𝑉𝑐𝑖 denotes
the rating of the visual component for the 𝑖𝑡ℎ observation; 𝑁 is the total number of observations.

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This equation computes the average rating of a specific visual component (e.g., color scheme, typography, etc.)
across all observations in a learning platform. It aggregates the ratings of a particular visual component for each
observation and calculates their average. All three LPs use a color scheme that matches the educational theme and

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creates an atmosphere conducive to learning. Ergonomics of Color Scheme (ECS) represents Equation (10) that
calculates the overall ergonomics based on the RGB values of the color scheme. Evaluates the user-friendliness
or comfort level based on the color combination and the balance of red, green, and blue components.
𝑁

𝐸𝐶𝑆 =
1
𝑁 (𝑅 𝑖 + 𝐺𝑖 + 𝐵𝑖
3 ) (10)

rr
𝑖=1
Where ECS represents the Ergonomics of Color Scheme; Ri, Gi Bi is the Individual Red, Green, Blue (RGB)
values for the color scheme for the ith observation; N is the total number of observations.

Theorem-1: The intensity of changes within a color scheme is a measure derived from the rates of change of its
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constituent Red (R), Green (G), and Blue (B) components across a defined range, reflecting the overall variability
or rapidity of transitions within the color scheme.
Proof: The Color Scheme Intensity represents the cumulative effect of the rates of change of the red, green, and
blue color components across a specified range. Imagine observing how each color (R, G, B) changes as a position
or another parameter (x) varies from 0 to 1. This integral considers the combined speed of changes in all three
colors over that range. When the rates of change are high for all three components over this range, the Color
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Scheme Intensity value will be high. This indicates that the colors are rapidly transitioning or altering within the
defined range, showcasing a high intensity of changes within the color scheme. Conversely, if the rates of change
for all three components are low across the range, the Color Scheme Intensity will be low. This signifies a slower
transition or minimal variability within the color scheme during that span. Equation (11) represents the calculation
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of the Color Scheme Intensity as the integral of the sum of the rates of change of the red, green, and blue
components within a color scheme across a defined range from 0 to 1 with respect to parameter.
𝐶𝑆𝐼 = ∫ ( 𝑑𝑅 + 𝑑𝐺 + 𝑑𝐵)
1
0
(11)
𝑑𝑥 𝑑𝑥 𝑑𝑥
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𝑑𝑅 𝑑𝐺 𝑑𝐵
Where 𝐶𝑆𝐼 signifies the overall intensity of changes within the color scheme; 𝑑𝑥 + 𝑑𝑥 + 𝑑𝑥 denote the rates of
change of the Red, Green, and Blue components concerning a variable 𝑥 (e.g., position, time, or another
parameter).; The integral represents the accumulation or summation of the rates of change from 0 to 1, often
indicating a spectrum or range of colors.
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This equation computes the combined effect of the rates of change of the RGB color components across the
specified range. Integrating these rates of change indicates the overall intensity or variability of color transitions
within that range. A higher Color Scheme Intensity value suggests a greater speed or variability in color changes,
while a lower value indicates less rapid or minimal transitions within the color scheme over the defined range.
The Visual Component of Color Scheme (VCS) is defined as an aggregate or mean value computed across a
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collection of observations related to color schemes. This metric serves as a representation or summary of various
aspects inherent in color schemes that have been observed or analyzed within a specific context or dataset. The
equation (12) defines the VCS as an average calculated over a set of observations.
𝑁

𝑉𝐶𝑆 =
1
( 𝐻𝑢𝑒𝑖 × 𝑆𝑎𝑡𝑖
) (12)
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𝑁 𝐵𝑟𝑖
𝑖=1
Where 𝑉𝐶𝑆 represents the Visual Component of Color Scheme, which is being calculated; 𝐻𝑢𝑒𝑖 , 𝑆𝑎𝑡𝑖, 𝐵𝑟𝑖 are
variables representing the Saturation, Brightness, and Hue values respectively for the color scheme observed in
the 𝑖𝑡ℎ observation; 𝑁 is the total number of observations.

This preprint research paper has not been peer reviewed. Electronic copy available at: https://ssrn.com/abstract=5114814
 Typography in all LPs is appropriately chosen and provides a comfortable reading experience for the text.
Consider the Ergonomics of Typography (ET) represents Equation (13) assesses the ergonomics of typography
considering the character count and spacing. Determines the user-friendliness of the text display by analyzing the

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number of characters and the spacing between them.
𝑁
1
( )
𝐶𝑟𝑖

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𝐸𝑇 = (13)
𝑁 𝑆𝑝𝑖
𝑖=1
Where ET represents the Ergonomics of Typography; Cri is the number of characters displayed for the ith
observation; Spi is the spacing between characters for the ith observation; N is the total number of observations.

The navigation structure is simple and clear, allowing users to easily navigate and find the information they need.

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Consider the Ergonomics of navigation structure (ENS) represents Equation (14) evaluates the navigation
structure's ergonomic quality by comparing the number of nodes to the number of links. Measures the ease of
navigation by examining the relationship between sections or nodes and their interconnections through links.
𝑁
1
( )
𝑁𝑑𝑖

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𝐸𝑁𝑆 = (14)
𝑁 𝐿𝑘𝑖
𝑖=1
Where ENS represents the Ergonomics of Typography; Ndi is the number of nodes or sections for the ith
observation; Lki is the number of links or connections for the ith observation; N is the total number of
observations.

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A higher ENS value indicates a structure with more nodes compared to links. It may suggest a detailed or complex
navigation structure, which might enhance versatility but could potentially increase complexity. Conversely, a
lower ENS value suggests fewer nodes relative to links. This might imply a simpler navigation structure, which
could be easier to navigate but might lack depth or detail.
To classify the ENS into categories (e.g., high, medium, low), you can introduce thresholds:
ee
{
𝑖𝑓 𝐸𝑁𝑆 > 𝑡ℎℎ
𝐻𝑖𝑔ℎ
ENSct = 𝑀𝑒𝑑𝑖𝑢𝑚
𝐿𝑜𝑤
𝑖𝑓 𝑡ℎ𝑚―𝑙 < 𝐸𝑁𝑆 ≤ 𝑡ℎℎ
𝑖𝑓 𝐸𝑁𝑆 ≤ 𝑡ℎ𝑚―𝑙 } (15)

Where 𝐸𝑁𝑆𝑐𝑡 represents the ENS into categories; 𝑡ℎℎ is the high threshold; 𝑡ℎ𝑚―𝑙 is the medium-low threshold.
Here, we define threshold values to categorize the ENS score into high, medium, or low based on specific criteria
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or standards. The classification equation is structured using thresholds to assign ENS scores into different
categories:
For instance, If 𝐸𝑁𝑆 > 𝑡ℎℎ, classify it as "High".
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If 𝑡ℎ𝑚―𝑙 < 𝐸𝑁𝑆 ≤ 𝑡ℎℎ, categorize it as "Medium”.

If 𝐸𝑁𝑆 ≤ 𝑡ℎ𝑚―𝑙, designate it as "Low.

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 High Category: Represents navigation structures with a high level of complexity or depth, indicating
more nodes relative to links, possibly providing extensive information or pathways.
 Medium Category: Represents navigation structures with moderate complexity, offering a balance
between nodes and links, providing a decent level of detail without overwhelming complexity.
 Low Category: Signifies simpler navigation structures with fewer nodes compared to links, which
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may lead to a more straightforward and easily navigable interface but might lack depth or extensive
content.

Figure 3 represents the categorization of the Entity Navigation Structure based on threshold values into high,
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medium, and low categories

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This preprint research paper has not been peer reviewed. Electronic copy available at: https://ssrn.com/abstract=5114814
 d
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Fig. 3. The categorization of the ENS
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Measure of complexity in navigation within a system or interface defined by the equation (16).
𝑁𝐶 = log10(𝑁) (16)
Where 𝑁𝐶 represents the complexity level of the navigation system; log10(𝑁) is the logarithm base 10 of the
variable 𝑁, which typically stands for the number of elements or options within the navigation system.
It uses logarithm base 10 to the number of navigation elements to assess and quantify the complexity. Logarithms
tend to compress larger values, so a logarithmic scale allows for a more manageable representation of increasing
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complexity as the number of navigation elements grows. Multimedia materials are used effectively and assist in
the learning of the material. Consider the ergonomics of multimedia materials (EMM) represent Equation (17)
that assesses the ergonomics of multimedia content considering the ratio of videos, images, and text. Evaluates
the balance and user-friendliness of multimedia materials by analyzing the proportion of videos, images, and
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textual content.
𝑁

𝐸𝑀𝑀 =
1
𝑁 ( 𝑇𝑥𝑖 )
𝑉𝑑𝑖 + 𝐼𝑚𝑖
(17)
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𝑖=1
Where 𝐸𝑀𝑀 represents the Ergonomics of Typography; 𝑉𝑑𝑖 is the quantities of videos for the 𝑖𝑡ℎ observation;
𝐼𝑚𝑖 is the quantities of images for the 𝑖𝑡ℎ observation; 𝑇𝑥𝑖 is the quantities of text for the 𝑖𝑡ℎ observation; 𝑁 is
the total number of observations.
The EMM evaluates the user-friendliness or balance between multimedia content types, specifically videos,
images, and text, presented within a learning platform. This equation calculates an average based on the ratio of
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videos and images to text across multiple observations.

Let's introduce another equation related to multimedia balance within the learning platform:

𝑇𝑀𝑐
𝑀𝑅 = 𝑇𝑇𝑐
(18)
Where 𝑀𝑅 represents the Multimedia Ratio; 𝑇𝑀𝑐 is the Total Multimedia Content; 𝑇𝑇𝑐 is the Total Text Content.
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Total Multimedia Content can be determined as:

𝑁

𝑇𝑀𝑐 = (𝑉𝑑𝑖 + 𝐼𝑚𝑖) (19)

𝑖=𝑜
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Where 𝑉𝑑𝑖 is the quantities of videos for the 𝑖𝑡ℎ observation; 𝐼𝑚𝑖 is the quantities of images for the 𝑖𝑡ℎ
observation; 𝑇𝑥𝑖 is the quantities of text for the 𝑖𝑡ℎ observation; 𝑁 is the total number of observations. Total Text
Content 𝑇𝑇𝑐 can be determined as:

This preprint research paper has not been peer reviewed. Electronic copy available at: https://ssrn.com/abstract=5114814
 𝑁

𝑇𝑇𝑐 = 𝑇𝑥𝑖 (20)

d
𝑖=𝑜

Where 𝑇𝑥𝑖 is the quantities of text for the 𝑖𝑡ℎ observation; 𝑁 is the total number of observations.

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The Multimedia Ratio represents the overall ratio of multimedia content (videos and images combined) to text
content across all observations. It provides an alternative perspective on the balance between multimedia and
textual information within the platform. The EMM and Multimedia Ratio (MR) metrics help in understanding the
proportion of multimedia content compared to textual content in the learning platform. A balanced presentation
of multimedia and text contributes to a richer learning experience, ensuring that the platform provides information
in various formats that cater to different learning preferences and enhances engagement. These metrics aid

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platform designers and educators in assessing the distribution and balance of multimedia and textual content,
enabling them to optimize the platform to meet the diverse learning needs of users.
Definition-3: "Multimedia Impact" refers to the collective influence or effect generated by multimedia elements—

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such as videos and images—within a given system or context. It denotes the overall outcome resulting from the
interaction or contribution of these multimedia components.
The Equation (21) represents a matrix operation involving the impact of multimedia elements (videos and images)
within a system or context.
[ 𝑎 𝑏
][
𝑉𝑖𝑑𝑒𝑜𝑠
𝑀𝐼 = 𝑐 𝑑 ∙ 𝐼𝑚𝑎𝑔𝑒𝑠 ] (21)

rr [
𝑎 𝑏
]
Where 𝑀𝐼 denotes the resulting impact or effect generated by the multimedia elements; 𝑐 𝑑 represents a 2x2

[
𝑉𝑖𝑑𝑒𝑜𝑠
]
matrix with elements a, b, c, and d; 𝐼𝑚𝑎𝑔𝑒𝑠 is a column vector that could denote quantities or characteristics
associated with videos and images within a system.
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The multiplication of these matrixes involves matrix algebra where each element of the resulting matrix is
obtained by multiplying the elements of rows from the first matrix with the corresponding elements of columns
from the second matrix and then summing up these products. This Equation (21) represents a transformation or
calculation related to how videos and images, possibly quantified or described by their characteristics, contribute
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to or interact within a system. The elements within the matrix and the vectors need to be defined contextually to
interpret the significance of this operation within a specific scenario. Other elements (icons, shapes of controls,
uniform style, aesthetics) in all OPs are well thought out and professional.
Consider the Ergonomics of other visual elements (EOVE) represents Equation (22) that measures the ergonomics
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of other visual elements (e.g., shapes, icons) considering aesthetics. Evaluates the user-friendliness of additional
visual elements based on their appearance and aesthetic appeal.
𝑁

𝐸𝑂𝑉𝐸 =
1
𝑁 ( 𝐴𝑒𝑖 )
𝑆𝑝𝑖 + 𝐼𝑐𝑖
(22)
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𝑖=1

Where 𝐸𝑁𝑆 represents the Ergonomics of Typography; 𝑆𝑝𝑖 is the counts of shapes features for the 𝑖𝑡ℎ observation;
𝐼𝑐𝑖 is the counts of icons features for the 𝑖𝑡ℎ observation; 𝐴𝑒𝑖 is the counts of aesthetic features for the 𝑖𝑡ℎ
observation; 𝑁 is the total number of observations.
The average aesthetics value across all observations can be determined as follows:
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𝑁
1
𝐴𝑒𝑎𝑣𝑔 = (𝐴𝑒𝑖) (23)
𝑁
𝑖=1
Where 𝐴𝑒𝑎𝑣𝑔 represents the average aesthetics value across all observations; 𝐴𝑒𝑖 denotes the aesthetics value for
the 𝑖𝑡ℎ observation; 𝑁 is the total number of observations.
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This equation calculates the average aesthetics value across all observations within a learning platform. It
aggregates the individual aesthetics values for each observation and computes their average, providing an overall
assessment of the aesthetic quality present in the platform.
The Equation (24) represents a logistic function used to compute an aesthetics score or evaluate the aesthetics of
a design or system.
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1
𝐴𝑒𝑠(𝑥) = (24)
1 + 𝑒𝑥

This preprint research paper has not been peer reviewed. Electronic copy available at: https://ssrn.com/abstract=5114814
 Where 𝐴𝑒𝑠(𝑥) represents the aesthetics score or a measure of aesthetics attributed to a system or design based on
1
a parameter x; 1 + 𝑒𝑥 is the logistic function, also known as the sigmoid function. It transforms the input value x

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into a value between 0 and 1.
This function is commonly used in modeling various systems where a smooth transition from one state to another
(in this case, from low to high aesthetics) is desirable. It is particularly useful in areas such as user experience

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design, where quantifying or evaluating subjective qualities like aesthetics is necessary.

4. Results and Discussion

We examine user preferences for visual component design across well-known learning platforms such as Stepik
[25], EdX [26], and Coursera [27]. The poll, which includes responses from 115 college students, gives valuable
information regarding key design elements that can significantly improve user satisfaction, accessibility, and

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learning effectiveness. Knowing these biases allows developers and designers to create more user-centered
interfaces that appeal to learners. Participants provided feedback on several key visual design components. They
reviewed their preferences for the overall organization and structure of interface components, emphasizing the

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need of simple, user-friendly layouts that properly balance tool placement with content presentation. Feedback
on symbols and graphics emphasized the importance of relevance, clarity, and aesthetic consistency in ensuring
visual communication and simplicity of use. Students evaluated the fonts' appropriateness, style, and readability,
emphasizing how carefully chosen typography influences both overall visual appeal and comprehension of the
material. Typography also evolved as an important component. Participants also recognized navigation and user
experience as significant topics, emphasizing the need of intuitive menu structures, effective search functions, and

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seamless navigation routes. Efficient navigation was deemed to be critical for reducing cognitive load and
allowing students to focus on content rather than interface aspects. Likewise, the visuals, drag-and-drop
functionalities, assessments, and other interactive elements were positively acknowledged. The characteristics-
maintained student engagement and fostered participation, hence enhancing their learning experiences. The survey
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results indicate that students can utilize and understand the visual content presented on educational websites.
Armed with these results, designers will be more adept at fulfilling user expectations and improving educational
experiences. The poll identified trends and preferences across all primary design disciplines to assist developers
and designers in creating visually appealing and functional interfaces. Integrating these notions with instructional
technologies provides contemporary pupils with more engaging and advantageous learning approaches.
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4.1. Layout and Interface Composition

Figure 4 shows the appropriate interface composition and architecture of a group. Three preference groups are
shown: layouts with basic and bright design components, minimalist layouts with neutral color schemes, and
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balanced layouts with eye-catching designs. According to the study, 70 percent of respondents prefer layouts with
simple and colorful design elements. The next group consists of 36 respondents, who like simple designs and
neutral color schemes. A balanced arrangement with an attractive but unobtrusive appearance is the least popular
option, with only nine responders. This implies a strong preference for bright, straightforward design, with
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minimalism also being appealing. Despite its benefits, the balanced configuration is the least desired, implying
that it could not be in line with preferences
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Fig 4: Layout and interface composition for AI-driven user interface

This preprint research paper has not been peer reviewed. Electronic copy available at: https://ssrn.com/abstract=5114814
 4.2. Icons and Graphics

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Figure 5 depicts a selection of people's preferred icons and graphics. Most respondents, 47.8%, prefer complicated
symbols and highly colorful visuals. As a result, 34.8% of participants preferred minimalist images and plain
iconography. The lowest group, 17.4%, prefers icons and graphics that effectively express information without

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excessive details. This distribution demonstrates that individuals prefer detailed and visually beautiful pictures,
with simplicity coming in second and clarity-focused symbols coming last.

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Fig 5: Icons and Graphics preferences

4.3. Typography and Fonts

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Figure 6 shows a collection of people's favored fonts and typography. 55% of respondents like content printed in
bold, large fonts. As a result, 40% of participants avoid using really vivid elements and instead prefer medium-
sized typefaces and plain typography. The smallest percentage of respondents (20%) advocate using a range of
typefaces and typography to emphasize important points. The findings indicate that legibility and simplicity are
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highly valued, with sophisticated, varied typography being less common and large, bright fonts being the most
popular.
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Fig 6: Typography and fonts preferences

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4.4. Navigation and User Experience

This preprint research paper has not been peer reviewed. Electronic copy available at: https://ssrn.com/abstract=5114814
 Figure 7 shows navigation options and user experience. The study reveals a clear preference for usability and
functionality, with half of respondents preferring easy navigation devoid of superfluous information. As a result,
40% of respondents choose navigation with visually appealing aspects, demonstrating that both functionality and

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aesthetics are valued. The lowest group (20%) favors navigation that is flexible to their tastes, implying that
simplicity and visual appeal are more important than customization. The findings show that there is a high regard

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for design components, even though the majority of consumers prefer easy and efficient navigation. Despite its
significance, most consumers do not place a high value on personalization, demonstrating a general preference
for pre-made, user-friendly.

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Fig 7: Navigation and user experience preferences

4.5. Interactivity and Engagement

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Figure 8 depicts user choices for interactivity and their impact on engagement across three categories. The most
popular category, with 39.1% of the vote, demonstrates that a sizable proportion of respondents like interactive
features that are entertaining but not unduly complicated. Customers enjoy simple animations, interactive
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components, and dynamic feedback that improve usability without detracting from the entire experience. This
desire believes that interaction is valuable if it is unforced. A sizable proportion of respondents (34.8%) want
extensive interactive components to encourage participation. These people are more likely to like drag-and-drop
capabilities, gamified user interfaces, and other highly dynamic components that offer a more engaging
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experience. This means that for some users, interaction is required to retain interest and active participation. The
smallest group prefers simplicity and clarity, which accounts for 26.1% of restricted involvement. Because
excessive interaction might be overwhelming or distracting at times, these clients may value efficiency and clarity
over appealing features. They love basic designs that allow them to focus on the task at hand.
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This preprint research paper has not been peer reviewed. Electronic copy available at: https://ssrn.com/abstract=5114814
 Fig 8: Interactivity and engagement preferences

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4.6. Discussion of the Result
The results corroborate the article's argument that user interface interaction has a significant impact on learning
outcomes and engagement. Most consumers (39.1%) choose moderate involvement, which balances engagement

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without increasing complexity. This lends support to the hypothesis that easy navigation and less information
overload are required for effective learning. Dynamic feedback, tooltips, and rudimentary animations are some
instances of interaction that increase usability and accelerate learning without annoying users. Furthermore, a
large percentage (34.8%) favors rich interactive aspects such as drag-and-drop functionality, quizzes, and
gamification. This option demonstrates how immersive and dynamic design may promote active interaction and
maintain focus. According to the essay, gamification and multimedia can significantly boost motivation and

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understanding, but they must be utilized with caution to avoid distractions. A smaller minority (26.1%) likes fewer
interactive features to retain clarity and attention. These people place a high value on efficiency and simplicity,
which are essential for task-specific or professional platforms. Because poorly designed user interfaces can create
user dissatisfaction and disengagement, the essay emphasizes the need of adapting the level of interactivity to

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specific user requirements. AI-powered insights can increase the flexibility and effectiveness of interactivity. By
assessing user interaction data, learning approaches, and visual components, AI may dynamically modify the
degree and type of engagement to meet individual preferences. For example, AI-enabled platforms can provide
features or material depending on user engagement trends, ensuring a personalized experience that enhances
learning efficiency. Depending on the situation and the user's needs, interaction preferences is an important part
of user engagement that can range from modest to extensive or restricted. Digital platforms that use AI to adjust

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the level of involvement to each user's preferences may provide interesting, effective, and conveniently accessible
learning environments.

5. Conclusions and Future Work

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This section discusses the findings and provides future directions.

5.1. Conclusion
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The study found that AI-augmented user interface design improves digital tool and platform proficiency.
According to theoretical and actual user preferences research, many individuals favor well-balanced interactions,
beautiful designs, and straightforward navigation. 70% favored simple and colorful design, while 39.1% chose
moderate engagement that improves usability without becoming difficult. 55% of participants said a strong,
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legible typeface is important, emphasizing the importance of beautiful, easy-to-read information. The study
emphasizes the significance of interactive aspects, multimedia tools, and meticulous navigation in maintaining
user engagement and enhancing learning outcomes. This study provides valuable recommendations for
developing more effective user-centered learning systems by addressing challenges such as information overload
and poor design methodologies. This includes the creation of user-friendly navigation menus, the incorporation
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of entertaining features such as quizzes and animations, and the implementation of aesthetically pleasing and
accessible designs.
5.2. Future Work
Future research could improve UI design by personalizing user experiences and dynamically adjusting learning
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interfaces through AI-generated ideas such as real-time user behavior analysis and predictive customization. For
example, AI can revise data according to user inputs, recommend optimal graphic elements, and adaptively alter
the level of navigation complexity. Adaptive feedback from gamified artificial intelligence systems can enhance
user engagement and motivation. By looking at AI-driven improvements in real-life school settings, we can learn
how intelligent systems might make digital environments more interesting, useful, and easy to access. This
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strategy will not only improve existing methods but also broaden their applicability to diverse user demographics
and educational environments.

References

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and plastic substrate interfaces (Translation Journals style Datareportal. (2023). Global digital overview.
Retrieved from https://datareportal.com/global-digital-overview.

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 [2] Hasugian, L. P., & Rusmana, D. A. L. I. H. (2021). Development of UX Orbit design online courses platform
in the field of user interface (UI) and user experience (UX). Journal of Engineering Science and Technology,
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[3] Novikova, T. Y. (2020). Graphic and UI/UX design in the field of ICT-enabled game-based learning methods.
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[4] Jusoh, S., Almajali, S., & Abualbasal, A. R. (2019). A study of user experience for e-learning using interactive
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[7] Nasution, W. S. L., & Nusa, P. (2021). UI/UX design web-based learning application using design thinking
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[8] Gunesekera, A., et al. (2019). The role of usability on e-learning user interactions and satisfaction: A literature
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[9] Gregg, A., et al. (2020). Improving online course design with think-aloud observations: A guide for
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[10] Mustafa, A. S., & Karimi, K. (2021). Enhancing gamified online learning user experience (UX): A systematic
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[11] Pamudyaningrum, F. E., et al. (2020). Gamification of learning journalism interviewing methods. E3S Web
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[14] Korableva, O. N., Durand, T., Kalimullina, O. V., & Stepanova, I. (2019). Usability Testing of MOOC:
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Identifying User Interface Problems. In ICEIS (2) (pp. 468-475).
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This preprint research paper has not been peer reviewed. Electronic copy available at: https://ssrn.com/abstract=5114814