Linear or grid? LMS layout and students’ perceived usability across academic progression

A study in Frontiers in Education examined the perceived usability of different Learning Management System (LMS) layouts among higher education students. The research focused on Moodle, comparing a linear collapsed topics format (CTF) with a tile-based grid format. The objective was to determine if student evaluations of usability varied based on academic seniority, gender, or discipline, highlighting that current LMS interface decisions often lack empirical backing.

Why it matters

Optimizing the usability of digital learning environments is critical for enhancing student engagement and learning outcomes in higher education. Understanding how different interface designs impact user experience provides a foundation for evidence-based decision-making in technology adoption and platform development, directly influencing educational effectiveness and institutional reputation.

Key insights

• LMS platforms are central digital environments for higher education students.
• Decisions regarding LMS interface layout are frequently based on institutional defaults or visual conventions rather than empirical evidence.
• The study investigated how Moodle layouts (linear collapsed topics format and tile-based grid format) influence students' perceived usability.
• The research aimed to identify if usability perceptions varied by academic seniority, gender, or academic discipline.
• A quasi-experimental, between-groups design was used in a mandatory, standardized institutional course.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1896137