An investigation on educational website elements towards user satisfaction from the perspective of IIC students / Sharifah Nadia Syed Khastudin

• Main Author: Syed Khastudin, Sharifah Nadia
• Format: Thesis
• Language: English
• Published: 2015
• Subjects: Consumer satisfaction; Technology. Information technology. Internet in higher education; World Wide Web. Web portals. Web site development
• Online Access: https://ir.uitm.edu.my/id/eprint/64624/1/64624.pdf; https://ir.uitm.edu.my/id/eprint/64624/

A study of an educational website between IIC, KUIS and USM from the perspective of IIC students will look at the user satisfaction for each of the websites. The research objectives are to determine the relationship between the website elements and user satisfaction, to compare the level of user interaction satisfaction between the websites and to capture the emotions involved in the comparative study of the three websites. The feedbacks from IIC website users' shows the website have bad design, the color was dull, the layout was simple, unfriendly and their feelings involved were bored, unhappy and confused. The methodologies used in this study were QUIS tool, Shneiderman model of Eight Golden Rules and Desmet model of PrEmo tool. QUIS tool used to evaluate the user satisfaction, while Eight Golden Rules for user interface guideline and PrEmo tool for emotion evaluation experiment with the respondents. The user satisfaction has been evaluated by referring to website elements such as screen, website capabilities, multimedia and emotion. The findings showed that the website element that has strong relationship with user satisfaction was emotion. While the highest level of user satisfaction comes from USM website. The implication of the study was USM website can be a benchmark in proposing a new design for IIC website future work. As for the limitation, the challenge comes from the size of population which it only covers a sample of population from IIC. It is better to get a sample of population from USM and KUIS as well.