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COLLEGE OF ENGINEERING AND COMPUTER STUDIES

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Chapter 1
INTRODUCTION

Background of the Study

The rapid growth of information and communication technologies

made it possible for e-learning to improve the educational process.

Nowadays the way of delivering a course of study through some electronic

media is dramatically increasing. Such an event led to the development of

powerful teaching and learning tools called Learning Management Systems

(LMS).

Learning Management System provide a virtual way of increasing and

speeding up communication between students and teachers and offer speed

and effectiveness in educational processes (Fathema, N., Shannon, D.,

Ross, M., 2015). LMS has become the main platform for providing

knowledge in the majority of related activities such as discussions,

management of educational content, presentations, quizzes and determining

of other people's learning needs. LMS adoption is not only limited to learning

institutions such as universities and schools. Such platforms have also been

implemented by corporations and government bodies to promote employee

education and training. Therefore, proper techniques are needed to evaluate

these platforms in order to improve their quality and, consequently, the

process of learning and teaching through them.

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Usability and user experience play a major role in the quality of LMS

and the learning process. Lyceum of the Philippines University – Laguna

(LPU-L) is considered as one of the best schools in the Philippines, a

community of learners, achievers and movers of the society. LPU use a

Blackboard based Learning Management System or commonly known as m-

rooms to help assess the student and teacher needs. (Alhussain, T., 2017)

shows that the Blackboard system is a web-based software with a

customizable open course management structure that allows student

information systems and authentication protocols to be merged. Thus, this

will help the LPU – L to give a better service to the students and also to the

professors in making their experience in learning uncomplicated.

The current system of m-rooms display different problems to the

students such as errors on the function ability of tabs that are indicated in the

system. The notification tabs like messages cannot be located easily

because of the layout and structure of the page. Other services offered are

not functioning that is why users cannot use to its full capability. Evaluating

every aspect that may affect the user will help improve the system by

considering the effect it may took to the user’s behavior and health.

This research will help determine if the Blackboard based LMS or m-

rooms can provide and properly assist the demands of the users in LPU – L.

Assessing the usability and user experience through a scheduled academic

survey around the facility will voice out what are the thoughts of the students
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about the system and also to assess the extent of technology-induced stress

of the respondents that will determine if there are effects or ergonomic risks

factors that will help the researchers to complete the study.

Review of Related Literature

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In today’s modernization, every learning education should be

equipped with the latest trends of technology and system in order to

guarantee they are capable at contending with the remainder of the world.

Thus, Learning Management System was established. (Alotaibi, 2015)

Learning Management System (LMS) is a tool that helps in executing

the e-learning process. It provides a potent and viable approaches to store,

control and to share knowledge and learnings. (Rashida, 2018) It is also

known as Course Management Systems.

LMS have turned into the primary stages for the conveyance of

knowledge in most course related activities such as discussions, quizzes or

tests, managing instructional content, making presentations and for

determining the learning needs of others (Alturki et al., 2016)

LMS offers an integrated platform for educational materials,

distribution and management of learning as well as accessibility by a range

of users including instructors, students and content makers particularly for

extensive learning. (Thuseethan et al., 2015)

Only a few studies have been conducted to measure instructors '

satisfaction in distance learning courses, although instructors ' satisfaction is

considered to be very important for the involvement of the course and to

increase students ' interactions with the course content. The LMS should be

designed based on what the instructor needs as well as the students.

(Almarashdeh, 2016)

With recent advances in information technology, Learning

Management Systems plays a very important role in providing educational

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information and resources. To enhance the quality of learning, the successful

use of these systems in higher education is important for the implementation,

management and continuous improvement of e-learning services.

(Coşkunçay et al., 2018)

The use of e-learning technology a significant and essential

component of the instructional process. An empirical-based research is

performed in this article to investigate how lecturers communicate with an e-

learning setting based on a predefined model of low-level relationships.

Experimental results reveal that the System Usability Scale score is not a

sufficient measure to express the true acceptance and satisfaction level of

lecturers for using the e-learning systems. The evaluation must be fulfilled in

tandem with analyzing the usage metrics derived from interaction traces in a

non-intrusive fashion. The proposed approach is a milestone towards

usability evaluation to improve the acceptance and user experience for

academic staff and students. (Harrati et al., 2016)

In other study, they described the issue of using and providing the

Moodle learning management system's instructional material to mobile

devices. The primary objective of this research was to explore the practices,

motivations and technical opportunities of the learners in order to integrate

mobile learning activities into the system of e-learning. The application

interface was tailored to different kinds of mobile devices aimed at promoting

e-learning mainstreaming of mobile technologies. Research findings have

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shown that integrating the mobile quiz application into Moodle improves the

outcomes of learners and increases enjoyment and motivation in their

learning process for using mobile devices. (Bogdanović et al., 2015)

To decrease extraneous cognitive load and maximize their potential

instructional effect, it is essential to optimize the usability of e-learning

products. Questions intended to evaluate the retention and transfer of

information evaluated the impact on learning. The usability of technology

interfaces can have a significant effect on learning, thereby restricting the

potential advantage of using e-learning resources. The most striking finding

in the initial version of the Hands On case was the big amount of severe

usability issues experienced by respondents compared to very few in the

revised version. In conclusion, adopting a design-test-redesign strategy has

resulted in important improvements in the usability of our implementation for

multimedia e-learning. This will probably lead to increased motivation and

involvement with the learning resource and increase the likelihood of

attaining desired instructional results. (Razeen et al., 2014)

In this article, during the growth of web-based education systems, we tackle

an open important problem. We provide in specific an educational-oriented

attitude to constructing personalized e-learning environments that focus on

placing the requirements of the learners at the center of the development

process. Our strategy recommends methodologies of user centered design

involving interdisciplinary teams of software developers and domain

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specialists. In specific, we report where user-centered design methods can

be implemented throughout the life cycle of e-learning through suggestions in

learning leadership systems to design and evaluate personalization

assistance. (Santos et al., 2014)

E-learning has constructed on the widespread use of sophisticated

data and communication techniques to produce learning and instruction in a

knowledge and information society. This research therefore seeks to

investigate how satisfaction can be enhanced through e-learning schemes,

and what types of practice or activities are efficient in enhancing their

learning satisfaction. We provide a model and framework for evaluating the

effect of satisfaction with e-learning that enhances learning and results.

Study findings verified the validity of the suggested e-learning satisfaction

evaluation model. Moreover, the findings showed that the technology,

instructional material, motivation, and attitude of the four factors substantially

affected the learning satisfaction of the employee. (Jafari & Zareie, 2015)

In the latest study “Awareness, Usage and Usability Experience of E-

Learning Tools among Saudi University Students” implies a lack of

awareness of e of e-learning tools persists, issues with usage, and common

deficiencies in usability experiences. This may clarify why some tools are

under-utilized, and why learning management systems are insufficiently

misused as mechanical guides in training. The investigation lends support to

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the requirement for improving the system’s usability and for the e-learning to

be publicized. (Alotaibi, 2019)

The findings of the study entitled “The Utilization of System Usability

Scale in Learning Management Systems: A Case Study of Jeddah

Community College” stated that the current LMS has some usability issues.

All of the respondents had a positive attitude towards the LMS as a good

learning tool, which makes the Saudi Arabia be familiarized for e-learning. In

addition by using the LMS frequently, it was found to be positively associated

with the SUS score, and there is a statistically significant difference in SUS

score between LMS usage frequency. However, there are no significant

differences or correlation between SUS score and prior experience with

LMS, ICT skills and age. The study has shown that there is a need for more

in-depth exploration of the nature of the usability concerns that the SUS

scores indicated. (Binyamin et al., 2016)

In previous study, it exhibits an observational assessment of the SUS

survey with regards to LMSs' apparent convenience assessment. They

conducted a study involving 769 students assessed the ease of use of LMS

they are using. It was discovered that the apparent usability of the assessed

LMSs is at a palatable dimension (mean SUS score 76.27). The results

showed the validity and reliability of SUS for LMSs' assessment, and that it

stays powerful even for small example sizes. In addition, the accompanying

SUS characteristics were explored with regards to LMSs assessment:

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gender, age, prior experience with the LMS, Internet self-efficacy, attitude

towards the Internet and usage frequency of the LMS. (Orfanou et al, 2015)

The study “A Structural Model for Students' Adoption of Learning

Management Systems: An Empirical Investigation in the Higher Education”

proposed a research model based on the belief factors of the technology

acceptance model; namely perceived usefulness, perceived ease-of-use and

external factors including self-efficacy, enjoyment, subjective norm,

satisfaction, and interactivity and control. 470 students were given a self-

reported questionnaire through online. The predictors of behavioural

intention were identified as perceived usefulness, perceived ease of use,

enjoyment, subjective norm, satisfaction, and interactivity and control with

the validated structural model. The connections between the impacting

elements gave a knowledge about the understudies' social expectation

towards the utilization of Learning Management Systems. It is normal that

the academicians and professionals will benefit by the structure and

discoveries of the current study in their future research. (Coşkunçay et al,

2018)

In Brazil, several studies were conducted regarding the evaluation of

LMSs. A total of 62 publications were accepted in this mapping, which helped

identifying the techniques used to evaluate the usability and UX of LMSs and

their characteristics such as its origin, type, performing method, learning

factors, restriction and availability. However, there are still some gaps such
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as the lack of techniques with some features, e.g., feedback with

suggestions to correct the identified problems. Besides, there is no sufficient

evidence of which of them is best suited for this context. (Nakamura et al,

2017)

Universities have invested heavily in the use of Learning Management

Systems (LMS) to facilitate their teaching learning processes; In the study

“Expanding The Technology Acceptance Model (TAM) to Examine Faculty

Use of Learning Management Systems (LMS) In Higher Education

Institutions” shows that the faculty members do not use these systems to

their fullest abilities. In order to address this issue, this study investigated

factors affecting the usage behavior of faculty members, focusing on user-

related variables and their pivotal role in determining faculty attitudes

towards LMS.

This study offers an empirical assessment of an extension of the

Technology Acceptance Model (TAM) by Davis (1989) to investigate how the

beliefs and attitudes of faculty members influence their intention and actual

use of LMSs under conditions of non-obligatory use of LMSs in higher

education institutions. The results showed that the three external variables

proposed were: system quality; perceived self-efficacy and facilitation

conditions were significant predictors of the attitude of the faculty towards

LMS. (Fathema, N., Shannon, D., Ross, M., 2015)

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It is important to learn what would be the benefits of LMS to the

students. (Omoregbe et al., 2017) convenience for learners in having a high

degree of control over when and where they engage with course materials

and activities.

In the study entitled “Challenges of Implementing E-Learning in

Kenya: A Case of Kenyan Public Universities” that the challenges hindering

the implementation include but are not limited to inadequate ICT and e-

learning infrastructure, financial constraints, expensive and inadequate

Internet bandwidth, lack of operational e-learning policies, lack of technical

skills on e-learning and e-content development by teaching staff (Tarus, J.,

Gichoya, D., Muumbo, A., 2015)

The study entitled “Use of Blackboard Learning Management System:

An Empirical Study of Staff Behavior at a South African University” focus on

exploring the use of a Learning management system (LMS), Blackboard,

among academics at a South African university of technology. The findings

show that facilitating conditions is the most important factor explaining the

use and intention of using LMS for both customers and non-users.

(Moonsamy and Govender, 2015)

Based on the study “Using the Technology Acceptance Model in

Understanding Academics’ Behavioural Intention to Use Learning

Management Systems“ the researchers modified the original TAM to

measure academic behavioral intent to use LMS. The current study adapts
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the core constructs used in TAM. Specifically, it validates the relationship

between perceived ease of use, perceived usefulness, attitude towards use,

and overall impact on behavioral intention to use. The study successfully

confirms the applicability of TAM in the Arab world, particularly in higher

education settings in Saudi Arabia. (Alharbi, 2014)

The present study sought to determine the effects of the LMS learning

behaviors of undergraduate students on their academic achievement. The

students spent more time in the LMS on face-to-face course days, according

to the findings obtained through the LMS analytics. Furthermore, it was found

that the students spent more time in the LMS at the beginning of the lesson

(to check the shared content) and at night on the same day (to study the

shared content). Finally, it was seen that the students mostly used content

elements in the LMS. (Firat, 2016)

Blackboard Learning Management System (LMS) works with

thousands of institutions worldwide to assist them with educational

challenges and help them drive development in education. (Ismail & Salih,

2018)
Blackboard became a well-known tool that focuses on the learning

needs of the students. In that way, it allows the students to learn anywhere

around the world even in their home, as long as they have access in the

internet. This system also helps the instructors to upload all their lectures

and learning resources allowing their students to access through online in an

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effort to enhance the learning and teaching process. Blackboard features

includes discussion forums, announcements and virtual classroom.

(Nyabawa, 2016)
The results in the study “Blackboard Use by Faculty Members in the

Colleges of Applied Sciences in the Sultanate of Oman” that the Blackboard

is still underutilized by the faculty staff; it is mainly used as a depositary tool

rather than for instructional and assessment purposes. Results also revealed

that there are statistically significant differences in Blackboard use related to

age, experience, specialization and college. However, other demographic

variables (i.e. Gender and academic rank) had no effect on Blackboard

usage. Technology infrastructure and faculty support have been identified as

the major factors in these colleges leading to limited use of Blackboard (Dr.

Al-Naibi, S., Dr. Madarsha, K., Dr. Ismail, N., 2015).

Based on the study “Using Blackboard in Online Learning at Saudi

Universities: Faculty Member's Perceptions and Existing Obstacles” most of

the instructors considered that Blackboard system is a convenient

educational online system to use. However there are some faculty member’s

face difficulties with the blackboard, the reason behind that could be the lack

of technical skills and trainings. (Zaki & El Zawaidy, 2014)

The study evaluated and measure the use of Blackboard System

adopted at Saudi Electronic University by using IS-Impact Measurement

Model, thus resulted that the Blackboard System has helped students to
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learn much and increase their ability to interpret and recall relative

information. The findings also highlight that the Blackboard system has

increased the effectiveness of students in the educational process and

increased overall student productivity in the learning process (Alhussain, T.,

2017).

The findings from the study “Students’ and Instructor’s Perspective on

the use of Blackboard Platform for Delivering an Engineering Course”

students believed that using Blackboard will increase their learning

experience and improve their quality of studies. Furthermore, it give students

the ability to organize themselves better, utilize their time, helps to

accomplish their home works quicker and more efficiently and improve the

communication between the students and the instructors. Overall, the

students embraced the use of Blackboard Learning Management System.

(Uziak, J. et al., 2018)

The study entitled “Use of Blackboard Learning Management System:

An Empirical Study of Staff Behavior at a South African University” focus on

exploring the use of a Learning management system (LMS), Blackboard,

among academics at a South African university of technology. The findings

show that facilitating conditions is the most important factor explaining the

use and intention of using LMS for both customers and non-users.

(Moonsamy and Govender, 2015)

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The study entitled “Students’ and Instructor’s Perspective on the use

of Blackboard Platform for Delivering an Engineering Course”, the

researchers surveyed mechanical engineering students to gain insight into

the overall use of information technology for teaching and their opinions of

the use of the Blackboard platform, while the teacher presented difficulties

during the years of use of the platform. The instructor considered the time

factor the most vital challenge related to the use of the platform. The basic

use of the platform for the course administration did not require any extra

time. Despite the challenges, the application of the learning platform and the

development of its material was a positive experience for the instructor and

well received by the students. (Uziak et al., 2018)

Blackboard appears to be a helpful LMS that encourages pedagogical

profit and constructivist views. Blackboard offers a cooperative and user-

friendly atmosphere for teaching-learning in terms of interaction, evaluation

and all information management systems. It offers access to a variety of

educational presentation methods and provides educators with creative ways

of presenting understanding. Blackboard is also a means of creating

motivational teaching environments. (Alokluk, 2018)

However, previous studies revealed that implementing technology can

be influenced by a user’s perception of the system and attitude. It is

necessary to analyze not only the benefits that involve these environments
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but the risks perceived by its users to improve teaching methods and design

better user interfaces. (Nyabawa, 2016)

The Factors That May Hinder or Influence the Use of the LMS by

Students according to the study “Perceived Usefulness and Ease of Use of

the Learning Management System as a Learning Tool” were the loading time

of the materials to be viewed or downloaded becomes the most critical factor.

It refers to the time taken to obtain the complete. Secondly was the student’s

access on the internet and lastly, some of the students have some difficulties

in logging in the LMS either failure to log in for the first time users or failure to

log in at a specific time. (Juhary, 2014)

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Conceptual Framework

This diagram summarizes the important aspects of this research

study, which guides readers on the parameters and variables that are

measured and evaluated.

INPUT PROCESS OUTPUT

1. Demographic profile of
the respondent in
terms of
1.1 age
1.2 gender
1.3 year level
1.4 program
1.5 length of time
usage
2. Usability of blackboard Gathering of Data
learning management
Intervention plan to
system in terms of: Presentation of Data improve the usability
2.1 Design Layout of blackboard
2.2 Functionality Analysis of Data Learning
2.3 Ease of use Management
2.4 Learnability
2.5 Satisfaction
Interpretation of Data System
2.6 Outcome/ Future
Use
2.7 Error/System
Reliability
3. Problems encountered
in Blackboard LMS in
terms of:
3.1 Behavioral
3.2 Mental Workload
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FEEDBACK

Figure 1: Research Paradigm

The figure 1 shows how. The inputs are the variables that contribute in

determining the usability for optimizing the blackboard learning management

system among the students of LPU-Laguna. The gathered data undergo

processes such as presentation, analysis, interpretation and validation that

lead the conclusion of the study. Lastly, the researcher output is to develop

an Intervention plan to reduce induced stress and ergonomic risk

Objectives of the Study

The main purpose of this study is to assess the usability of Blackboard

Learning Management System for optimizing user experience at LPU-

Laguna.

Specifically, this study will seek the following objectives:

1. To identify the demographic profile of the respondents in terms of:

1.1 Age,

1.2 Gender,
1.3 Year Level,
1.4 Program,
1.5 Length of time usage
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2. To assess the usability of Blackboard Learning Management System

in terms of:

2.1 Design/Layout,

2.2 Functionality,

2.3 Ease of Use,

2.4 Learnability,

2.5 Satisfaction,

2.6 Outcome/Future Use

2.7 Error/System Reliability

3. To determine the problems encountered in Blackboard Learning

Management System in terms of:

3.1 Behavioral
3.2 Mental Workload
4. To find out the relationship of usability assessment in the problem

encountered in the Blackboard Learning Management System

5. To develop an intervention plan to improve the usability of blackboard

Learning Management System

Chapter 2
METHODOLOGY
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This chapter provides information on the research methods of our

thesis; also, it includes the process researchers have used to collect

information and data that can help to initialize more information about the

problem. The survey research method has been chosen to determine which

negative and positive factor of Blackboard Learning Management System

affects the students. The survey instrument is in a form of questionnaire to

determine the respondents’ perception in terms of using the said system. The

statistical treatment of data and data gathering procedure are also included

in this chapter.

2.1 Research Design

The researchers used descriptive research design in the study.

Descriptive research is used to observe and describe a research subject or

problem without influencing or manipulating the variables in any way. This

type of research is conclusive in nature, rather than exploratory. Therefore,

descriptive research does not attempt to answer “why” and is not used to

discover inferences, make predictions or establish causal relationships. The

main purpose of the descriptive research design are to describe, explain, and

validate findings.

2.2 Research Locale

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The study is conducted at Lyceum of the Philippines – Laguna. It is

located at Km. 54 Makiling Calamba City, Laguna. Lyceum of the Philippines

– Laguna was originally known as the Lyceum Institute of Technology (LIT)

and it was incorporated on January 18, 2000. LPL has developed its own

innovative position as a particularly dynamic and vibrant institution with

strong academic links with industry.

2.3 Participants of the Study

Participants of the study were Engr. Ryan Curbano, Ms. Beverly

Luansing-Erni and the respondents. Engr. Curbano is the one who gave the

researchers idea to make a research paper about the blackboard learning

management system at Lyceum of the Philippines – Laguna, while Ms. Erni

provide the data that the researchers need to conduct the study.

2.4 Data Gathering Instrument

The researchers used multiple-adopted survey questionnaires to

assess the behavioral and mental workload among the students of Lyceum

of the Philippines – Laguna. The survey questionnaire is divided into three

parts. The first part comprised demographic profile of the respondents. The

second part uses System Usability Scale that will comprise the usability of

the Blackboard LMS in terms of Design/Layout, Functionality, Ease of Use,

Learnability, Satisfaction, Outcome/Future Use and Error/System Reliability.

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The third part comprise the problems encountered of the blackboard learning

management.

2.5 Data Gathering Procedure

The researchers sent a letter to the registrar of LPU-Laguna to

conduct an improvement study related to Blackboard Learning Management

System by applying tools and principles that are related to Industrial

Engineering and request the number of enrollees this summer S.Y. 2018-

2019. After the approval and collecting datum, the researchers will be able to

use the G Power software to know the number of respondents. After

analyzing the result researcher were able to identify the number of students

needed to be surveyed.

The researchers will conduct survey that will identify the problem

based on the survey answered by the respondents in using the system which

lead the researchers to formulate a possible solution. The collected datum

will then tabulated, analyzed and interpreted in formulating the conclusion

and recommendation to improve the Blackboard Learning Management

System.

2.6 Data Analysis

The process of data collection and analysis was design to determine

user satisfaction in Blackboard Learning Management System. After

collecting all the data, researcher will make in depth analysis and
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interpretation of data using Statistical Package for Social Sciences

(SPSS) specifically with the use of Anova and Analysis Variances , G-

power software and Technology Acceptance Model (TAM).

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