Evaluation of Navigational Aspects of Moodle
A. Majeed, R. Arshad
Department of Software engineering
Bahria University
Islamabad, Pakistan
awais.majeed@bui.edu.pk, raheela121@yahoo.com
Abstract - Learning and communicating with students
through electronic medium provides many benefits that cannot
be achieved through conventional approaches. The use of a
learning management system is the most popular way of
electronic resources. By this facility education is persisted
without limitation of time and location. Moodle is one such an
open source system that has been increasingly achieving global
popularity. Though, considerable efforts have been paid on
usability characteristics of Moodle, such as efficiency, ease of use,
learnability, attractiveness, operation-ability, memorability,
errors, and satisfaction and many more. Very little attention has
been focused on evaluating the usability of Moodle in relation to
navigation aspects and the impact they may have on usability.
This study, therefore, aims to assess the navigation aspects of
Moodle and to explore the usability issues associated with
navigation. For this purpose first we propose a navigational
evaluation framework for LMSs then Moodle is evaluated
against the framework. Results of this study offer suggestions for
improving the navigation on Moodle so that users will feel more
interested to participate in learning activities. Implications for
Moodle navigation are derived based on both qualitative and
quantitative data gathered through survey. The survey was
conducted among students and teachers of NUST and Bahria
University in Pakistan.
Keywords Moodle, Learning management system, E-
learning, Usability, Navigation, User testing, Evaluation
framework.
I. INTRODUCTION
Rapid increase in technology provided opportunity to
educational institutes to use Internet as a communication
source for instruction. The notions used in technology-based
learning are now gradually increasing significance with e-
learning and becoming a vital medium for educational
organizations for an efficient provision of learning materials
[1]. For e-learning environments it is important that they
should be designed and evaluated in academically effective
manners by taking into consideration both pedagogical
and usability concerns [2] [3]. A reliable foundation of e-
learning platform is learning management system (LMS) that
complies with educational standards and best practices
endorsed by reputable educationalists [4]. Though, despite
prevalent use of e-learning platforms, the critical examination
of their usability is a newer area of research [5]. Studies [3]
[6] showed that although there are many other reasons of high
distraction from e-learning platforms such as inappropriate
use of contents and technology, but the key issue is poor
usability of such platforms. Hence, the usability of such
applications should be very high. When speaking of usability
of e-learning platforms, navigation is a vital factor to be
considered and required to be evaluated.
A good navigation structure in LMSs helps users in
accomplishing learning activities without spending time to
learn how to go on next page [7].
Since, new web design methodologies treat navigation as a
separate concern [8]. Hence, we conducted this research in
order to evaluate navigational structure of one of the most
widely used open source LMSs; Moodle. Modular Object-
Oriented Dynamic Learning -Moodle- is an open source LMS
intended to design complete educational principles to support
instructors in creating effective online learning groups [9].
The evaluation of Moodle has been conducted based on
functionality and usability as well. Since the navigation is a
major factor that influences usability and learning but still the
navigational evaluation of Moodle has a research gap.
This study presents navigational evaluation of Moodle first
proposing a navigational evaluation framework and then
mapping Moodles navigation structure on proposed
framework. The assessment is conducted in two universities in
Pakistan using the technique of survey.
 The rest of the study is divided into 5 sections. Section 2
presents related work on Moodle usability evaluation. Section
3 describes important navigation factors and construction of
framework. Later, section 4 presents research methodology.
Section 5 shows the results, followed by discussion on
implication for navigation design of Moodle. Finally in
section 6 conclusion and future work is presented.
II. LITERATURE SURVEY
A. Usability in the context of LMS
In case of e-learning platforms it is not just enough to
provide users with such systems that contain extensive
features with minimum or no cost at all. Research on Human
Computer Interaction (HCI) suggests that major issue in
technology is usability that how easy to use a system is.
Usability is a quality attribute as indicated by Jakob Nielsen, a
usability expert who brought the concept of Web usability
[10]. Usability of LMS significantly affects the leaning, since
students interaction with these systems should result a
successful achievement of leaning goal rather to complete a
task successfully. Consequently, interface of LMSs should not
distract learners from accomplishing their learning objectives.
When these systems are not easy to use, users might spend
more time trying to understand that how to start interaction
with the system, instead of engaging with actual learning
material. A. Inversini et al. [11] indicated that, in terms of
teaching and learning, a usable LMS significantly reduces
teacher time spent in setting up and managing the course
contents and improves the students learning performance as
well as experience. Thus, LMS should have a simple interface
with which teachers and students do not need to be worried
about difficult technology and can put concentration on
learning contents. Usability is comprising many factors,
among them navigation is one of the major factor that
influence the usability. J. Nielsen [10] indicated that
intuitively organized and easy to navigate web pages, help
users to find the required information with ease.
B. Ease of navigation on LMS and learning outcomes
Easy navigation has the up-most importance in any LMS
that enhances the learning activities. Basically, users
especially students are from different educational backgrounds
and some of them are reasonably lack computer expertise.
Since, LMS is a web-based system and involves computer
technology thus it can become barrier to learners who are
without computer proficiency. To overcome this obstacle
LMSs should design in a way that have user friendly and well
managed interface with good navigation to help users to
understand their content quickly [12] [13]. Hence, when
designing LMSs, ease of navigation should be at top priority
because if the course is easy to navigate, the learners will have
better learning experience even if they have no or minimal
computer skills. Fluid movement within LMS allows users to
freely explore entire LMS whereas poorly designed navigation
might stuck and lost the users [14].
Good navigation contributes in self-directed learning and
facilities the progress throughout learning process.
Alternatively, difficult navigation creates difficulty for
learners to achieve learning outcomes successfully [15]. Also,
it is frustrating when users get disoriented while navigating
through LMS. Well organized LMSs enable students to focus
on learning activities. Without a good navigation provision,
students cannot be able to achieve learning goals because they
are not able to know what page they need to go to obtain
desired learning materials [7]. Free navigation through LMS
permits the learners to create their specific knowledge
structures and it is a critical factor for assisting interactivity
among them [16].
C. Previous work on Moodles usability evaluation
The literature we came across regarding usability
evaluation of Moodle, we analyzed usability of Moodle has
been evaluated mostly based on Nielsons heuristics [17] [18]
[19] [20] [21]. Moreover, author in [22] evaluated the
usability of Moodles registration module and assignment
submission module by utilizing the DECIDE framework.
Some other studies [23] [24] [25] [26] focused on other
usability aspects such as user satisfaction; efficiency, ease of
learning; interactivity; efficiency, ease of use; desired
functionality and user interface. In [27], usability evaluation
of Moodle from users perspective was conducted by using
five usability aspects; efficiency, memorability, errors,
satisfaction, and learnability suggested by Nielsen. The
previous study is similar to the one presented in [28] that used
two additional usability characteristics including
operationability and attractiveness to assess the usability of
Moodle.
III. Proposed framework for evaluating the
navigation structure of LMSs
By considering the literature on navigation structure of e-
learning systems, this evaluation framework is developed see
Fig. 1. This proposed framework consists of seven factors
Fig. 1. Navigation evaluation framework for LMS
which are important for an effective navigation structure. Each
factor of navigation is further divided into sub factors as
shown in Fig. 2.
1. Links
Link is a reference to data that a user can directly access
by clicking. Different pages of the web-based systems are
joined through links [29]. A link can be a text or image by
clicking it users can move to other page [30].
Users through links navigate to different learning objects
and information space of e- learning systems to find their
desired learning materials. If these links are not to be properly
catered then they may impact learning activities.
In this aspect of our framework we take sub-aspects such
as; text-based links, navigation buttons, and icons/images.
2. Navigation menu
Navigation menu is essential for good navigation. It is a
place on each Web page that displays links to other pages of
website and by clicking single link from menu users navigate
to other required information space or page [31]. Menus play
an important role in navigation so in navigation aspects this is
the one of the crucial factor.
Menu position; horizontal/vertical, and menu structure;
depth/breadth are important to evaluate the navigation menu.
3. Navigation aids
Network navigation structure, breadcrumbs, site maps, and
frames are considered essentials for good navigation. In our
proposed framework we put them under one category, named,
navigation aids.
4. Shortcut facility
 Shortcuts increase the work performance of users by
making them able to quickly access the information that
they
Fig. 2. Representing each navigation factor with its sub-factors
needed. There are many ways that incorporate to provide
shortcuts such as history list, keys shortcuts, and bookmarks
etc. Here, in our framework we consider shortcut facility as a
separate aspect that assist good and effective navigation.
5. Services
In services aspect of our framework we consider three
sub-aspects: customizability, search function, and help
services. These aspects refer to the support that assist and help
the users during the navigation through e-learning system.
6. Adaptive navigation support
The adaptive navigation support (ANS) is a group of
techniques used to assist individual users to locate an
appropriate navigation path to the goals and preferences in the
context of hypermedia and hypertext, by adapting link
presentation. ANS helps to overcome the limitations of static
links presentations that provide same set of links and same
page contents to all the users, although users are relatively
diverse by needs and preferences [32].
Adaptive navigation support techniques include direct
guidance, adaptive annotation, adaptive sorting, and adaptive
hiding. But here, in our framework we selected two of them
which are adaptive sorting and adaptive hiding as they are Students 62 21 83 47 27 74
more important to incorporate the efficient navigation in Teachers 4 3 7 5 1 6
educational hypermedia.

7. Consistency
Consistency is one of the important usability factor and,
here, in our research we are considering it under the
explanation of how it enhances navigation speed in context of
LMSs. Therefore, we take it as a separate aspect in our
framework for good navigation structure.
Consistency is one of the important factors that enhances Student
navigation speed. If consistency is not maintained it slows the s
users down [33]. When users move through page to page in Teacher
any LMS, they should be provided with similar information s
and options in similar way [34]. If consistency is kept in
different modules in displaying information it reduces
navigation effort as users do not require to wonder about how
to move around.
IV. RESERCH MEHTODOLOGY
A. Research design
Cross sectional survey based research method involving
both questionnaire and observation, was used to gather data.
B. Participants
Participant of this study are selected from National
University of Sciences And Technology (abbreviated as
NUST) and Bahria University. Both universities are located in
Islamabad, the capital of Pakistan. Participants of both
universities were divided into two different groups: students
and teachers. In case of selecting sample of students we
conducted our survey on Bachelors level students from both electronically.
universities in which IT students were selected in order to get
unbiased result. And, also sample were including students
from first year to last year varying their level of experience
with using the selected LMS. Although, reason for selecting
the IT students was that they had similar knowledge of using
computer. Summary of number of respondents from both
universities is presented below in TABLE I and TABLE II:
TABLE I
SUMMARY OF NUMBER OF PARTICIPANTS ON QUESTIONNAIRE-A
Bahria NUST
Male Female TOTAL Male Female TOTAL
TABLE II
SUMMARY OF NUMBER OF PARTICIPANTS ON
QUESTIONNAIRE-B
Bahria NUST
Mal Femal TOTA Mal Femal TOTA
e e L e e L
47 25 72 44 24 68
2 2 4 4 2 6
C. Designing of questionnaire
In this research we constructed two different
questionnaires, questionnaire-A (generic questionnaire) and
questionnaire-B (task specific questionnaire), both were
divided into two different sections. In section-1 of both
questionnaires we collected participants demographic
information such as name, university, occupation (teacher or
students), and experience of using Moodle while section-2 of
questionnaire-A was made on questions regarding to generic
navigational aspects, that we have already discussed in the
evaluation framework of section 3 and section-2 of
questionnaire-B was containing some task specific questions.
Both questionnaires were composed of a majority of five level
Likert scale questions. Both questionnaires were developed
through online tool; Google Forms and thus, distributed
D. Data collection method
The purpose of generic questionnaire was to get the
opinion of students and teachers on navigation structure of
Moodle. The task specific questionnaires were including
questions concerning following tasks: for teachers, upload a
lecture, upload an assignment, make a quiz, and modify
weekly plan; for students, download a lecture, download an
assignment, attempt a quiz, and access weekly plan.
Participants were required to perform each task on Moodle
and fill up the questionnaire. For students we used observation
methods while they were performing each task, they were
being observed as well and proper help was provided to the 4 3 3
students in case of any problem. Whereas, for teachers we sent 3 2 2 2
2 1
questionnaire through e-mail to them so they could fill it up 1
on their work place. We collected responses from both 0
0 0

ay

k
universities within a month.

ee
D

w
y
er

a
V. DATA ANALYSIS AND FINDINGS

Ev

e
nc
O
A. Reliability Analysis Bahria NUST
The reliability (internal consistency) of questionnaire-A is
checked by Cronbachs alpha. The alpha for overall
Fig.4. Use of Moodle (Teachers)
questionnaire is 0.84 that indicates a good reliability.
1. Links
B. Analysis of students and teachers responses on
generic navigational aspects Q2. Moodle provides Home link on every page to return to
the main Home page.
We present and discuss the results in accordance with each
question with respect to responses collected from each Responses of mostly students of both universities were
university. We are comparing the response rate of participants yes including 76 responses from Bahria University and 70
against each question under particular navigation factor. from NUST (Fig. 5) Responses of all teachers from both
universities were yes (Fig. 6). That shows Home link is
Q1. How often do you visit Moodle? available on each page of Moodle.

Below figure (Fig. 3) shows that mostly students of 76 70

80
both universities use Moodle several time a week. Figure also 60
indicates that 8 students of Bahria University are using 40
Moodle on daily basis while in case of NUST 16 students are
20 7 4
using Moodle every day.
0
Yes No
Fig. 4 indicates that teachers of Bahria University
Bahria NUST
used Moodle several times a week while in NUST teachers
used Moodle every day.
Fig.5. provision of Home link (Students)
50 39
40 28 26
30 16 17
20 8 10 13
10 Chart Title
0
10 7
y

6
da

ee
w
y

5
er

a
Ev

e
nc

0
O

Yes 0 No 0
Bahria NUST
Bahria NUST

Fig. 3. Use of Moodle (Students)

Fig.6. Provision of Home link (Teachers)

Back to top link
Q3. There is an assistant link that brings you to top of the
page from page bottom.
56 responses of Bahria University students were No and
in case of NUST those were 40. Overall, students responded
that there is no back to top link on Moodle (Fig. 7).
2 teachers of Bahria University rated their responses as yes
and 5 as no while 1 teacher of NUST rated yes and 4 no
(Fig.8).
Result of this question is showing there is no back to top
link on Moodle.
respondents of NUST were strongly agreed, 44 agreed, 10
remained neutral, 1 disagreed, and 0 strongly disagreed. In
this question mostly students got agreed from both
universities, few disagreed, and no one strongly disagreed
(Fig.9).
Whereas, teachers of Bahria University rated their
responses as 0 strongly agreed, 0 agreed, 4 neutral, 1
disagreed, and 0 strongly disagreed and responses of NUST
university teachers were as 0 strongly agreed, 5 agreed, 1
neutral, 0 disagreed, and 0 strongly disagreed (Fig.10).
Results are showing students of both universities were
agreed that a significant number of students were agreed that
link description is relevant to its destination page; while
teachers at NUST were also agreed to this but at Bahria
teachers were remained neutral in their responses.

56 56
60 60 44
50
40 40 1719
34 30 8 10
40 20 2 1
27 10
0
20 0 0

al
e

ee
re

tr

gr
Ag

eu
0

a
is
N
Yes No y
gl

D
n

y
gl
ro

Bahria NUST

n
St

ro
St
Bahria NUST

Fig. 7. Back to top link (Students)

Fig.9. Relevance of link text (Students)

6 5
4
4 6 5
2 5 4
2 1 4
3 1 1
2
1
0 0
Yes No 0 0 0 0 0 0
al
e

ee
re

tr

gr
Bahria NUST
Ag

eu

a
is
N
y
gl

D
n

y
gl
ro

n
St

ro

Fig. 8. Back to top link (Teachers)

St

Bahria NUST
Effectiveness of links (buttons, icons/images)

Q4. Text of the links is relevant to the page you are going Fig.10. Relevance of link text (Teachers)

to link. Q5. Important links are emphasized/highlighted on each

page.
In this question responses got from students of Bahria
University were as 17 students strongly agreed, 56 agreed, 8
were neutral, 2 disagreed, and 0 strongly disagreed and 19
 Important links if highlighted on each page they get users In this question responses received from Bahria University
attention. Thus, in this question we aimed to disclose whether were including 9 strongly agreed, 57 agreed, 11 neutral, 5
importance links on Moodle are highlighted. The responses disagreed, and 1 strongly disagreed. While from NUST 12
received on this question including: 6 students of Bahria respondents were strongly agreed, 41 agreed, 17 neutral, 3
University strongly agreed, 30 agreed, 36 neutral, 9 disagreed, disagreed, and 0 strongly disagreed (Fig.13).
and 2 strongly disagreed; and 12 respondents of NUST
strongly agreed, 21 agreed, 27 neutral, 12 disagreed, and 2 Responses of teachers received from Bahria University were
strongly disagreed (Fig.11). including 0 strongly agreed, 4 agreed, 2 neutral, 1 disagreed,
and 0 strongly disagreed. Whereas, from NUST 1 teacher
Teachers responses were as follow: 0 strongly agreed, 3 strongly agreed, 2 agreed, 2 neutral, 1 disagreed, and 0
agreed, 3 neutral, 1 disagreed, and 0 strongly disagreed of strongly disagreed (Fig.14).
Bahria University; and from NUST 1 strongly agreed, 4
agreed, 0 neutral, 0 disagreed, and 1 strongly disagreed The result is indicating that mostly students at both
(Fig.12). universities were agreed that buttons text presented desired
meaning to them; while teachers at Bahria provided the same
These results show that mostly student of both universities responses but at NUST equal number of teachers were agreed
were remained neutral about important links on Moodle are or neutral.
highlighted and same number of teachers at Bahria were
57
agreed or neutral while at NUST teachers were agreed in their 60 42
50
40
responses. 30
20 9 12 1117 5 3
10 1
36 0
40 30 27 0

al
e

ee
30 21

re

tr

gr
12 9 12
Ag
20

eu
6

a
10 2 2

is
N
y
gl

D
0
n

y
gl
ro

n
St
al
e

ee

ro
re

tr

gr

St
Ag

Bahria NUST
eu

a
is
N
y
gl

D
n

y
gl
ro

n
St

ro

Fig.13. Buttons text give desired meaning (Students)

St

Bahria NUST
5 4
4
3 2 2 2
Fig.11. Links are emphasized (Students) 2 1 1 1
1
0
5 4 0 0 0
al
e

ee
4 3 3
re

tr

gr
3
Ag

eu

1 1 1
a
2
is
N
y

1
gl

D
0
n

y
gl
ro

0 0 0 0
n
St
al
e

ee

ro
re

tr

gr

St
Ag

eu

Bahria NUST
is
N
y
gl

D
n

y
gl
ro

n
St

ro
St

Bahria NUST Fig.14. Buttons text give desired meaning (Teachers)

Q7. Icons used in Moodle clearly represent that for what

Fig.12. Links are emphasized (Teachers) purpose they are used.

Q6. Buttons texts clearly indicate desired results.

 In this question responses gathered on effectiveness of 12 strongly disagreed from Bahria University; whereas,8
icons that they are enough to know for what purpose they are students strongly agreed, 14 agreed, 14 remained neutral, 31
used just by looking at them. The responses we got from disagreed, and 7 strongly disagreed from NUST University
Bahria University were as 5 strongly agreed, 47 agreed, 20 (Fig.17). Most of the students of Bahria University disagreed
remained neutral, 7 disagreed, and 4 strongly disagreed; while and from NUST mostly were agreed.
from NUST 9 strongly agreed, 40 agreed, 17 remained
neutral, 8 disagreed, and 0 strongly disagreed (Fig.15). Responses received on this question from teachers of Bahria
University were as 0 strongly agreed, 2 agreed, 1 were
Teachers of Bahria University responded as 0 strongly neutral,3 disagreed, and 0 strongly disagreed; whereas, from
agreed, 6 agreed, 3 remained neutral, 1 disagreed, and 0 NUST 0 strongly agreed, 3 agreed, 0 remained neutral, 3
strongly disagreed; from NUST teachers rated their responses disagreed, and 0 strongly disagreed (Fig.18).
as 0 strongly agreed, 2 agreed, 3 remained neutral, 1
disagreed, and 0 strongly disagreed (Fig.16). Mostly responses received on this were disagreed form both
teachers and students hence they were unable to distinguish
This indicates that most of the students of both the already visited links from unvisited links.
universities were agreed and teachers at Bahria were also
agreed but at NUST 3 were neutral and 2 were agreed. 31
35 22 22 24
30
25 14 14 12
4740 20 8 7
50 15 3
10
40 5
30 2017 0
20 5 9 7 8 4

al
e

ee
10

re

tr
0

gr
Ag

eu

a
0

is
N
y
al
e

ee

gl

D
re

tr

gr

y
Ag

eu

gl
ro
a

n
St
is
N
y

ro
gl

St
n

y
gl
ro

Bahria NUST
n
St

ro
St

Bahria NUST
Fig.17. Visited and unvisited links are distinguishable (Students)

Fig.15. Icons present desired meaning (Students)

5 4
4 3
3 2
8 6 2 1 1 1 1
6 3 1
4 2 1 1 0
2 0 0 0
al
e

ee
0
re

tr

gr
0 0 0 0 0
Ag

eu
al
e

ee

a
re

is
N
tr

y
gr

gl

D
Ag

eu

y
is
N

gl
ro
y
gl

n
St

ro
n

y
gl
ro

St

Bahria NUST
n
St

ro

Bahria NUST
St

Fig.18. Visited and unvisited links are distinguishable (Teachers)

Fig.16. Icons present desired meaning (Teachers)
2- Menu
Q8. Helps you to clearly distinguish visited and Navigation menu/bar
unvisited links. Q9. Options available in vertical navigation block
provide required links.
Responses received on this question were as 3 students
strongly agreed, 22 agreed, 22 were neutral, 24 disagreed, and
 Moodle has vertical menu that is called navigation block
thus in this question asked the students options available in In response of this question 2 students strongly agreed,
this navigation block provides required information. The 52 agreed, 17 remained neutral, 7 disagreed, and 2 strongly
responses received on this question including: 12 students of disagreed from Bahria University and 12 students strongly
Bahria University strongly agreed, 40 agreed, 27 neutral, 2 agreed, 35 agreed, 19 remained neutral, 6 disagreed, and 2
disagreed, and 2 strongly disagreed; and 12 respondents of strongly disagreed from NUST (Fig.21).
NUST strongly agreed, 29 agreed, 24 neutral, 8 disagreed, and
1 strongly disagreed (Fig.19). Responses of teachers on this question were 0 strongly agreed,
3 agreed, 3 remained neutral, 1 disagreed, and 0 strongly
Teachers rated responses as 1 strongly agreed, 3 agreed, 2 disagreed from Bahria University and 0 strongly agreed, 6
neutral, 1 disagreed, and 0 strongly disagreed of Bahria agreed, 0 remained neutral, 0 disagreed, and 0 strongly
University; and of NUST 1 strongly agreed, 3 agreed, 1 disagreed from NUST (Fig.22).
neutral, 1 disagreed, and 0 strongly disagreed (Fig.20).
Result shows that most of the respondents were agreed
These results are indicting that most of the students of that menu items are arranged in logical structure but some
both universities were agreed but some of them remained were remained neutral since structure of menu did not seem
neutral. While teachers were agreed that they found required logical to them.
items in navigation block.
60 52
50 35
40 40
50 30 12 1719
40 29 2724 20 2 7 6 2 2
30 10
20 1212 0
10 2 8 2 1

al
e

ee
0

re

tr

gr
Ag

eu

a
al
e

ee

is
N
y
re

tr

gl

D
gr
Ag

eu

y
a

gl
ro
is
N
y

n
St
gl

ro
n

St
gl
ro

n
St

Bahria NUST
ro
St

Bahria NUST Fig.21. Items in navigation block are arranged in logical order (Students)

Fig.19. Navigation block provide required links (Students) 8 6

6 3 3
4 1
2
3.5 3 3 0
3 2 0 0 0 0 0 0
2.5
al
e

ee
2 1 1 1 1 1
re

tr

1.5

gr
Ag

eu

a
0.5
is
N
y

0
gl

D
n

y
0 0
gl
ro
al
e

ee

n
St
re

tr

gr

ro
Ag

eu

St
a

Bahria NUST
is
N
y
gl

D
n

y
gl
ro

n
St

Fig.22. Items in navigation block are arranged in logical order (Teachers)

ro
St

Bahria NUST Menu depth

Q11. You are able to arrive on desired page with minimum
Fig.20. Navigation block provide required links (Teachers) clicks.

Q10. Menu items in navigation block are arranged in logical We wanted to ask the students if they are able to reach on
structure. a specific page with few click and the responses we got were
from Bahria University 4 strongly agreed, 47 agreed, 14 In this question we asked that whether they were free to
remained neutral, 5 disagreed, and 6 strongly disagreed and move through Moodle and they were not restricted to follow a
from NUST 15 strongly agreed, 26 agreed, 16 remained specific sequence of steps to move around. The responses we
neutral, 13 disagreed, and 4 strongly disagreed (Fig.23). got from students of Bahria University were as 11 strongly
agreed, 48 agreed, 14 remained neutral, 8 disagreed, and 2
From Bahria University responses of teacher were 0 strongly disagreed; while from NUST were 12 strongly
strongly agreed, 5 agreed, 0 remained neutral, 0 disagreed, agreed, 33 agreed, 18 remained neutral, 10 disagreed, and 1
and 0 strongly disagreed and from NUST 0 strongly agreed, 3 strongly disagreed (Fig.25).
agreed, 3 remained neutral, 0 disagreed, and 0 strongly
disagreed (Fig.24). The responses of teachers were as 0 strongly agreed, 3
agreed, 4 remained neutral, 0 disagreed, and strongly
This is indicating that respondents are satisfied with the disagreed from Bahria University ; while from NUST 1
number of clicks performed to reach desired page. But some strongly agreed, 1 agreed, 2 remained neutral, 2 disagreed,
of the students remained neutral because sometimes they were and 0 strongly disagreed (Fig.26).
required to perform many clicks for getting.
This indicates that most of the students of both universities
47
50 were agreed that they were free to move. While teachers at
40 26
30 15 1416 13 Bahria were also agreed but at NUST they were either neutral
20 4 5 6 4
10 or disagreed.
0
al

ee
e

60 48
re

tr

gr

50
Ag

33
eu

40
is
N
y

30 1418
D
gl

20 1112 8 10
n

10 2 1
gl
ro

0
n
St

ro
St

al
e

ee
re

tr

gr
Bahria NUST
Ag

eu

a
is
N
y
gl

D
n

y
gl
ro

Fig.23. Minimum clicks are required to reach on desired page (Students)

n
St

ro
St
6 5
5 3 3 Bahria NUST
4
3
2
1 Fig. 25. Network navigation structure (Students)
0
0 0 0 0 0 0 0
al
e

ee
re

4
tr

5
gr
Ag

eu

4 3
a

2 2
is
N

3
y
gl

2 1 1
n

1
gl
ro

0
n
St

ro

0 0 0 0
St

al

ee
e
re

tr

gr
Bahria NUST
Ag

eu

a
is
N
y

D
gl
n

y
gl
ro

Fig.24. Minimum clicks are required to reach on desired page (Teachers)

n
St

ro
St

3- Navigational aids Bahria NUST

Network navigation structure

Fig. 26. Network navigation structure (Teachers)
Q12. You are able to jump from one page to any other
page. Breadcrumbs
Q13. You are able to tell your current location in relation
to the rest of Moodle.
 In this question responses got from students of Bahria
University were as 36 responded Yes and 47 responded
Users should be able to know or tell their current location, No. While 29 responded Yes and 45 responded No from
it helps them to know where they need to go next. The NUST (Fig.29).
purpose of this question was to analyze whether Moodle
provided such facility. The responses we got on this question In this question responses of teachers of Bahria
were as from Bahria University 17 strongly agreed, 35 agreed, University were 2 rated Yes and 4 No. While 1 rated
16 remained neutral, 11 disagreed, and 11 strongly disagreed Yes and 3 No from NUST (Fig.30).
and from NUST 11 strongly agreed, 25 agreed, 26 remained
neutral, 10 disagreed, and 2 strongly disagreed (Fig.27). This is showing that a significant respondents were not
able to find sitemap on Moodle.
The responses of teachers from Bahria University were 1
47 45
strongly agreed, 4 agreed, 2 remained neutral, 0 disagreed, 50
40 36
and 0 strongly disagreed and from NUST 0 strongly agreed, 4 29
agreed, 2 remained neutral, 0 disagreed, and 0 strongly 30
disagreed (Fig.28). 20
10
Responses, from both teachers and students, showed that 0
Yes No
they were able to know their current location than rest of the
Moodle. Bahria NUST

35 Fig. 29. Site map facility (Students)

40 25 26
30 17 16
20 11 1110 11
10 2 5 4
0 4 3
al

3
e

ee

2
re

tr

gr
Ag

eu

2 1
a
is
N
y

1
gl

D
n

y
gl
ro

0
n
St

Yes No
ro
St

Bahria NUST
Bahria NUST

Fig. 27. Provision of breadcrumbs (Students)

Fig. 30. Site map facility (Teachers)

5 4 4 Frames
4
3 2 2 Q15. Pages/screens are designed in a way that clearly
2 1
1 distinguish different sections.
0
0 0 0 0 0
al
e

ee
re

tr

If different sort of information on a page are divided into

gr
Ag

eu

a
is
N

different section, it makes users to distinguish easily different

y
gl

D
n

type of information and it also increases navigation efficiency.

gl
ro

n
St

ro

Thus, in this question we aimed to disclose this aspect on

St

Bahria NUST Moodle, and responses received on this question were 6

students of Bahria University strongly agreed, 44 agreed, 21
Fig. 28. Provision of breadcrumbs (Teachers) neutral, 8 disagreed, and 8 strongly disagreed; and 15
respondents of NUST strongly agreed, 34 agreed, 17 neutral, 7
Site map disagreed, and 1 strongly disagreed (Fig.31).
Q14. It includes site map.
 1 teacher of Bahria University strongly agreed, 6 agreed, were 1 strongly agreed, 2 agreed, 2 remained neutral, 1
0 neutral, 0 disagreed, and 0 strongly disagreed; and from disagreed, and 0 strongly disagreed from NUST (Fig.34).
teachers of NUST 1 strongly agreed, 2 agreed, 3 neutral,
disagreed, and 0 strongly disagreed (Fig.32). These results illustrate that mostly respondents of both
universities were agreed in their responses.
These results show that mostly student of both
universities were able to differentiate the distinct sections of 50 41
40 28
page. 30 2116
20 1116 6 12 6 2
10
44 0
50 34
40

al
e

ee
30 2117

re
15

tr

gr
20 8 7 8

Ag
6

eu
1

a
10

is
N
y
0

gl

D
n

y
gl
ro
al
e

ee

n
St
re

tr

ro
gr
Ag

eu

St
a
is
N
y

Bahria NUST
gl

D
n

y
gl
ro

n
St

ro

Fig. 33. Provision of History list (Students)

St

Bahria NUST
4 3
3 2 2 2
Fig. 31. Organization of page into frames (Students) 2 1 1 1 1
1
0
8 6 0 0

al
e

ee
re

tr
6

gr
3
Ag

eu
4 2

a
1 1

is
N
2 y
gl

D
0
n

y
gl
ro

0 0 0 0 0

n
St
al
e

ee

ro
re

Bahria NUST
tr

gr

St
Ag

eu

a
is
N
y
gl

D
n

Fig. 34. Provision of History list (Teachers)

gl
ro

n
St

ro

Bahria NUST
St

Bookmarks (My private files)

Q17. It facilitates you to save documents that can quickly
Fig. 32. Organization of page into frames (Teachers) be accessed when needed.

4- Shortcuts In this question responses received from Bahria University

History list
Q16. It contains a log of the latest documents.
In response of this question 11 students strongly agreed,
41 agreed, 21 remained neutral, 6 disagreed, and 6 strongly
disagreed from Bahria University and 16 students strongly
agreed, 28 agreed, 16 remained neutral, 12 disagreed, and 2
strongly disagreed from NUST (Fig.33).
Bahria University teachers rated this question as 1
strongly agreed, 2 agreed, 3 remained neutral, 1 disagreed,
and 0 strongly disagreed while responses of teachers of NUST
were 11 strongly agreed, 28 agreed, 24 remained neutral, 19
disagreed, and 19 strongly disagreed. While from NUST 14
respondents were strongly agreed, 24 agreed, 16 remained
neutral, 18 disagreed, and 2 strongly disagreed (Fig.35).
Rating of teachers of Bahria University were 0 strongly
agreed, 2 agreed, 4 remained neutral, 0 disagreed, and 0
strongly disagreed. While from NUST teachers responses
were 1 strongly agreed, 3 agreed, 1 remained neutral, 1
disagreed, and 0 strongly disagreed (Fig.36).
 This is showing that on the average respondents are agreed 2524 2725
30 22 22
25 16
that Moodle provides bookmarks facility in the form of My 20
15 5
10 2 4
private files. 5
0
2824

al
e

ee
24

re
30

tr
1918 19

gr
25 16

Ag

eu
1114

a
20

is
N
15

y
gl

D
10 2
5

y
gl
ro
0

n
St

ro
al
e

ee

St
Bahria NUST
re

tr

gr
Ag

eu

a
is
N
y
gl

D
Fig.37. Shortcut keys facility (Students)
n

y
gl
ro

n
St

ro
Bahria NUST St
4 3
3 2 2 2 2
2 1 1
Fig.35. Bookmarks facility (Students) 1
0
0 0 0

al
e

ee
4

re

tr
5

gr
3

Ag

eu
4

a
3 2

is
N
y
1 1 1

gl

D
2

y
1

gl
ro
0

n
St

ro
0 0 0 0 Bahria NUST

St
al
e

ee
re

tr

gr
Ag

eu

a
is
N
y
gl

Fig.38. Shortcut keys facility (Teachers)

n

y
gl
ro

n
St

ro

5- Services
St

Bahria NUST
Customizability
Q19. You are able to customize the mostly viewed courses.
Fig.36. Bookmarks facility (Teachers)

Shortcut keys In this question responses we received were 3 students of

Q18. It provides minimal path to reach on desired page by Bahria University strongly agreed, 16 agreed, 23 neutral, 31
providing shortcut keys facility. disagreed, and 18 strongly disagreed; and 8 respondents of
NUST strongly agreed, 14 agreed, 17 neutral, 25 disagreed,
In this question the responses we got from Bahria and 10 strongly disagreed (Fig.39).
University were 2 strongly agreed, 22 agreed, 25 remained
In this question 0 teacher of Bahria University strongly
neutral, 27 disagreed, and 22 strongly disagreed; while from
agreed, 2 agreed, 1 neutral, 4 disagreed, and 0 strongly
NUST 4 strongly agreed, 16 agreed, 24 remained neutral, 25
disagreed; and 1 teacher of NUST strongly agreed, 2 agreed, 1
disagreed, and 5 strongly disagreed (Fig.37).
neutral, 2 disagreed, and 0 strongly disagreed (Fig.40).
Responses of teachers from Bahria University were 0
These results show that mostly respondents of both
strongly agreed, 2 agreed, 3 remained neutral, 2 disagreed,
universities were unable to customize courses according to
and 0 strongly disagreed; while from NUST 1 strongly agreed,
their needs and preferences.
2 agreed, 1 remained neutral, 2 disagreed, and 0 strongly
disagreed (Fig.38).

This indicates that most of the respondents of both

universities were disagreed that there is such shortcut keys
facility is available.
 35 31 40 32 28
30 23 25
25 1614 17 18 30 16 19 15 13 7
20 10 20 7 12 8
15 8 10
10 3 0
5
0

ly

er
n
s

es
ay

fte

re

ev
al

im
e

ee

Ra
re

O
tr

N
et
Al
gr
Ag

y
eu

m
r
a

Ve
is
N
y

So
gl

D
n

y
gl
ro

Bahria NUST

n
St

ro
St
Bahria NUST Fig.41. Help services (Students)

4 3 3
Fig.39. Customization facility (Students) 3 2 2 2
2 1
1
4 0
5 0 0 0 0
4

ly

er
n
s

es
2 2 2

ay
3

fte

re

ev
im
1 1 1

w
2

Ra
O

N
et
Al
1

m
r
0

Ve

So
0 0 0 Bahria NUST
al
e

ee
re

tr

gr
Ag

eu

a
is
N
y
gl

Fig.42. Help services (Teachers)

n

y
gl
ro

n
St

ro

Search facility
St

Bahria NUST Q21. You are able to search required information. (You
can search courses, assignments, lectures by names, dates
Fig.40. Customization facility (Teachers) etc.).

Help services
Q20. Help services provide concise and relevant information.
In this question responses received from Bahria
University 10 were on always, 16 were on very often, 32 were
on sometimes, 15 were on rarely, and 13 on never. While from
NUST 12 were on always, 19 were on very often, 28 were on
sometimes, 8 were on rarely, and 7 on never (Fig.41).
Teachers of Bahria University rated this question as 0
always, 3 very often, 2 sometimes, 2 rarely, and 0 never.
While teachers of NUST rated this question as 1 always, 2
very often, 3 sometimes, 0 rarely, and 0 never (Fig.42).
The results are indicating that help services sometimes
provide concise and relevant information to many students
and teachers.
Students are required to respond on whether they are able
to search whatever information such as search course,
assignment, saved files etc. they want to search. And, the
responses we received from students were as follow: 9
students strongly agreed, 13 agreed, 21 were neutral, 13
disagreed, and 30 strongly disagreed from Bahria University;
12 students strongly agreed, 8 agreed, 21 were neutral, 11
disagreed, and 22 strongly disagreed from NUST University
(Fig.43).
0 teacher of Bahria University strongly agreed, 2 agreed,
2 were neutral, 3 disagreed, and 0 strongly disagreed whereas,
2 teachers strongly agreed, 3 agreed, 3 were neutral, 0
disagreed, and 0 strongly disagreed from NUST University
(Fig.44).

This is indicating that Moodle is not providing such

services as most of the respondents from both universities
strongly disagreed that they were able to find information,
course, assignment, and lecture files etc. through a search
function.
 40 3126
30 2124
15 1510
20 9 5
10 2
40 30 0
30 2121 22
9 12 13 8 1311

al
e

ee
20

re

tr
10

gr
Ag

eu
0

a
is
N
y
gl

D
al
e

ee

y
re

gl
ro
tr

gr
Ag

eu

n
St
a

ro
is
N
y

St
Bahria NUST
gl

D
n

y
gl
ro

n
St

ro
Bahria NUST

St
Fig.45. Adaptive hiding (Students)

Fig.43. Search facility (Students) 6 4 3

4 1 2 1 1 1
2
4 3 3 3 0
3 2 2 2 0 0 0

al
e

ee
2

re

tr

gr
1

Ag

eu

a
0

is
N
y
0 0 0 0

gl

D
al
e

ee

y
re

gl
ro
tr

Bahria NUST
gr
Ag

n
St
eu

ro
is
N
y

St
gl

D
n

y
gl
ro

Fig.46. Adaptive hiding (Teachers)

n
St

Bahria NUST
ro
St

Fig.44. Search facility (Teachers)
6- Adaptive Navigation Support (ANS)
Adaptive hiding
Q22. Links are disabled when not relevant to you.
From Bahria University responses of students were as
follow: 2 students strongly agreed, 15 agreed, 15 were neutral,
21 disagreed, and 31 strongly disagreed; from NUST 9
students strongly agreed, 5 agreed, 10 remained neutral, 24
disagreed, and 26 strongly disagreed (Fig.45).
Whereas, responses of teacher were 1 strongly agreed, 2
agreed, 1 neutral, 3 disagreed, and 0 strongly disagreed from
Bahria University; 0 strongly agreed, 4 agreed, 1 neutral, 1
disagreed, and 0 strongly disagreed (Fig.46).
Large number of respondents from both universities
disagreed and strongly disagreed in their responses.
Adaptive sorting
Q23. Links are automatically prioritized by the Moodle
based on your assumed relevance.
In this question responses got from students of Bahria
University were as 5 students strongly agreed, 20 agreed, 19
were neutral, 30 disagreed, and 25 strongly disagreed and 2
respondents of NUST were strongly agreed, 12 agreed, 17
remained neutral, 23 disagreed, and 20 strongly disagreed
(Fig.47).
Teachers of Bahria University responded as 0 teacher
strongly agreed, 2 agreed, 2 neutral, 3 disagreed, and 0
strongly disagreed; and 1 teacher of NUST strongly agreed, 2
agreed, 2 remained neutral, 1 disagreed, and 0 strongly
disagreed (Fig.48).
In this question mostly respondents disagreed and strongly
disagreed with that Moodle provided such services.
 40 30 50 40 37
20 1917 23 2520 40 26
30 12 20
20 5 2 30 1211
10 20 4 3 4
0 10
0
0

al
e

ee

al
e

ee
re

tr

re

tr
gr

gr
Ag

eu

Ag

eu
a

a
is
N
y

is
N
y
gl

gl

D
n

y
gl
ro

gl
ro
n
St

n
St
ro
Bahria NUST

ro
Bahria NUST

St

St
Fig.47. Adaptive Sorting (Students) Fig.49. Consistency in colors, placements of buttons, links, menus and
courses in different modules (Students)

4 3
3 2 2 2 2
2 1 1 6 4 4
1 4 1 1 2 1
0 2
0 0 0 0
al
e

ee 0 0 0 0
re

tr

al
gr

ee
Ag

eu

re

tr
a

gr
Ag

eu
is
N
y

a
gl

is
N
y
n

gl

D
gl
ro

y
n
St

gl
Bahria NUST

ro
Bahria NUST
ro

n
St
St

ro
St
Fig.48. Adaptive sorting (Teachers) Fig.50. Consistency in colors, placements of buttons, links, menus and
courses in different modules (Teachers)

7- Consistency
Q25. Each page of Moodle is clearly identified by its title.
Q24. Links/buttons colors, text style and size;
placement of menu, buttons, links and course element
In this question we asked that if there is a clear page
maintain consistency in different modules.
title on each page of Moodle and responses we got from
Bahria University were as 13 strongly agreed, 50 agreed, 17
The responses received on this question including: 8 remained neutral, 1 disagreed, and 1 strongly disagreed; while
students of Bahria University strongly agreed, 41 agreed, 23 from NUST 17 strongly agreed, 34 agreed, 17 remained
neutral, 6 disagreed, and 6 strongly disagreed; and 12 neutral, 4 disagreed, and 2 strongly disagreed (Fig.51).
respondents of NUST strongly agreed, 31 agreed, 22 neutral, 6
From Bahria University 3 teachers strongly agreed, 2
disagreed, and 3 strongly disagreed (Fig.49).
agreed, 1 remained neutral, 1 disagreed, and 0 strongly
The responses received from teachers were 1 teacher of disagreed; while from NUST 2 strongly agreed, 3 agreed, 1
Bahria University strongly agreed, 5 agreed, 1 neutral, 0 remained neutral, 0 disagreed, and 0 strongly disagreed
disagreed, and 0 strongly disagreed; and 3 teachers of NUST (Fig.52).
strongly agreed, 2 agreed, 1 neutral, 0 disagreed, and 0
This indicates that most of the respondents of both
strongly disagreed (Fig.50).
universities were agreed that there is proper page title is
These results show that mostly respondents of both provided on each page.
universities were agreed that Moodle maintains consistency in
links/buttons colors, text style and size. Although some
responses were neutral that shows users did not find
consistency in these elements throughout the Moodle.
 60 50 50 42
50 34 40 30
40 30 16 22 23
30 1317 1717 20 8 8 3
20 1 4 1 2 10 3 2
10
0 0

sy
sy

al

lt

lt
al
e

ee

cu

cu
re

tr
tr

Ea
Ea
gr
Ag

eu
eu

if

if
a

D
N
is
N

r
y

Ve
gl

r y
n

Ve
gl
ro

n
St

ro
Bahria NUST

St
Bahria NUST

Fig. 53. Ease of navigation (Students)

Fig. 51. Proper page title (Students)
5
6 3
4 1 1 2
4 3 3 2
3 2 2 0
2 1 1 0 0 0 0 0

sy
1

sy

al

lt

lt
cu

cu
tr
Ea

Ea
0

eu

if

if
0 0 0 0

D
N
r
al
e

ee

Ve

y
re

tr

gr

r
Bahria NUST
Ag

Ve
eu

a
is
N
y
gl

D
n

y
gl
ro

n
St

Fig. 54. Ease of navigation (Teachers)

ro
St

Bahria NUST
Q27. Overall how satisfied are you with navigation
design of Moodle?
Fig. 52. Proper page title (Teachers)

We asked this question in order to reveal that whether

Q26. Overall how you describe your experience of ease of
navigation on Moodle?
In this question we asked the users to provide their overall
experience of ease of navigation on Moodle. And, the
responses we received from students were as follow: there
were 8 students from Bahria University rated this as very easy,
42 easy, 22 neutral, 8 difficult, and 3 very difficult; 16 rated
very easy, 30 easy, 23 neutral, 3 difficult, and 2 very difficult
from NUST University (Fig.53).
Whereas, the responses we received from teacher were as
follow: there were 1 teacher from Bahria University rated this
as very easy, 5 easy, 0 neutral, 0 difficult, and 0 very difficult;
1 rated very easy, 2 easy, 3 neutral, 0 difficult, and 0 very
difficult from NUST University (Fig.54).
users were satisfied with navigation design of Moodle.
Responses received on this were: from Bahria University 7
students rated as very satisfied, 35 satisfied, 22 neutral, 16
unsatisfied, and 3 very unsatisfied; from NUST rated were as
follow: 11 very satisfied, 33 satisfied, 21 neutral, 6
unsatisfied, and 3 very unsatisfied (Fig.55).
Responses of teachers were: from Bahria University 0
rated as very satisfied, 3 satisfied, 2 neutral, 0 unsatisfied, and
0 very unsatisfied; from NUST 2 rated very satisfied, 4
satisfied, 0 neutral, 0 unsatisfied, and 0 very unsatisfied
(Fig.56).
Most of the respondents at both universities were satisfied
with the navigation design of Moodle.

Most of the respondents from both universities were easy to

navigate through Moodle, and rated as easy.
 35 33 38
40 40 31 29
30 22 21 16 30 21
16
20 7 11 6 3 3 20 4
11 5
2 1
10 10
0 0

al
d

al
e

ee
fe

fe

fe

fe

re
tr

tr

gr
eu

Ag

eu
tis

tis

is

is

a
at

at
N

is
Sa

Sa

N
y
ns

ns

gl

D
y

y
U

U
r

gl
ro
Ve

n
St
r
Bahria NUST

Ve

ro
Bahria NUST

St
Fig.55. Satisfaction with navigation design (Students) Fig.57. Satisfaction with performing task efficiently (Students)

5 4 5
4 3 6
3 2 2 2 4 3 3
2 2 1 1
1
0 0
0 0 0 0 0 0 0 0 0 0
al
d

al
e

ee
fe

fe
tr

re

tr

gr
eu
tis

is

Ag

eu

a
at
N
Sa

is
N
y
ns

gl

D
y

n
U

y
r

gl
ro
Ve

n
r

St
Bahria NUST Bahria NUST
Ve

ro
St
Fig.56. Satisfaction with navigation design (Teachers) Fig.58. Satisfaction with performing task efficiently (Teachers)

Q28. Do you think navigation structure of Moodle helps to
perform task efficiently?
We intended to ask this question in order to expose
whether navigation design of Moodle helps user in performing
task efficiently. The responses received on this question were
as 4 students of Bahria University strongly agreed, 38 agreed,
29 neutral, 11 disagreed, and 2 strongly disagreed; and 16
respondents of NUST strongly agreed, 31 agreed, 21 neutral, 5
disagreed, and 1 strongly disagreed (Fig.57).
The responses of teachers received on this question were
0 teacher of Bahria University strongly agreed, 3 agreed, 3
neutral, 1 disagreed, and 0 strongly disagreed; and 0 teacher of
NUST strongly agreed, 5 agreed, 1 neutral, 0 disagreed, and 0
strongly disagreed (Fig.58).
Analysis of above questionnaire responses is showing that we
got more or less same responses from teachers and students of
both universities. There is not a significant difference in
responses of users of both universities on navigational aspects
of Moodle and their perception is same about navigation
structure of Moodle.
Proposed implications based on overall responses
Usage of LMS in institutions is increasing day by day.
And according to case study of Moodle we found that users
faced some navigational problems. Moodle is analyzed against
each factor including its sub factors in order to find whether
Moodle includes them or how well they are implemented on
Moodle. Below are some proposed suggestions after analyzing
the problems identified by users of Moodle.

These results show that mostly respondents of both
universities agreed that navigation structure on Moodle helped
to perform task efficiently.
Moodle does not include back to top link. Therefore, there
should be a back to top link that assists user to go at the top of
page only with a single click, consequently reduces scrolling
effort. Also highlighting techniques should be used for links to
get users attention towards important news and also make use
of such colors that get users attention. Although many users
were agreed that link description is easily understandable but
some of them wanted that description should be more
meaningful. Users of Moodle were also not able to distinguish
visited and unvisited links so they should be provided with
such facility so that they can differentiate the visited and not
visited links. Also icons should be more readable and should
provide supporting text when mouse is hovered over them.
Some of the respondents did not able to understand the
meaning of options available in menu (navigation block). And
also the organization of items in menu did not seem logical to
them. Furthermore, students wanted a constant navigational
menu in order to remember which click bring them on current
location. Hence, improvements should be made and use such
type of words that are easily understandable to users and items
should also be organized in a more logical structure. And,
some responses received in which they encountered there
were many steps/clicks required to reach some section. Thus,
steps should be reduced, in doing so, efficiency of work
increases.
Users are not provided with site map and also there is not
any other alternative that helps them to know the organization
of different pages on Moodle. Thus, this is difficult for novice
users to know how to get started with the Moodle. Sitemap
should be provided to the users.
Although many users were agreeing that they were able to
access log of latest files but still some of them were disagreed,
wanted that there should be separate button for recently used
history. In order to increase navigation efficiency there should
be shortcut keys. Shortcut keys help expert users to complete
task efficiently and novice to become experts. Users also
found it to be difficult to switch between different pages so it
should also be tackle that in result will increase the navigation
speed.
Users were neutral in their responses that they could able
to customize page layout and disagreed that they could able to
customize mostly viewed courses. Thus, this feature should be
provided to users that can enhance navigation speed. Also,
proper help is not provided to users as mostly users were
neutral in their responses. Users also reported that help
services sometimes provide relevant information and
understandable. Help services if not provided, increases the
users dissatisfaction. Hence, proper help should be provided in
accordance with users context that should be relevant and
easy to understand. A direct help button should be added.
Search function is also not available on Moodle. If this is
provided, it can reduce navigation effort of users- as users will
easily able to search the desired items by their names or dates.
A significant number of respondents reported that Moodle
does not have adaptive sorting and adaptive hiding. Thus, two
ANS techniques should be implemented in order to enhance
users navigation efficiency.
Most of the users agreed that there is consistency in
placement of buttons, links, and menus. But some of them
remained neutral as they did no find consistency in placement
of buttons in some modules and also they did not find
consistency in naming of buttons that were performing similar
tasks in different modules. Hence, consistency should be
maintained that restricts users to search same sort of items at a
particular place in different modules. Although, each page of
Moodle has its title but users faced problem that page title is
not fix at its place and moves up side with page when
scrolling the page down, this problem should be fixed as when
users scroll down, the name of page should still not hide.
Users also find inconsistency in finding back page button as
on some pages it is presented but on some other pages it is
not. Hence back page buttons should be available on each
page.
C. Analysis of students and teachers responses task
based questionnaire
Students perspective Usability test
Students were required to perform four main tasks on
Moodle, each task was having some set of questions including
not only task to be performed but also some question
regarding efficient navigation. While performing each task
meanwhile students were observed and problems were noted
by evaluator. TABLE III and TABLE IV depicts number of
students participated in this usability test according to year of
studies and gender respectively at both universities:
TABLE III
Number of students according to year of studies
Year of studies Bahria NUST
First 20 8
Second 16 41
Third 14 19
Fourth 22 -
 TABLE IV
Number of students according to gender
Gender Bahria NUST
Male 47 44
Female 25 24

Bahria
60
43
36 31 34
40
21 17 20
20 12
16 15 14 18
8
2 1 2 11
0
T1 0 T2 0 T3 T4
Very Easy Easy Neutral
Difcult Very Difcult

While below graph is representing the experience of students

with the use of Moodle.

50
40
40 35 34 Fig. 60. Level of difficulty in performing each task (Bahria)

30 22
20
11
8
10
0
NUST
Very Experienced Experienced Neutral
40 33
Bahria NUST 29 30 30
30
21 19
20 17 15 16 15
13
Fig.59. Experience with Moodle (Students) 10
10 43 6
13 3 31
This figure shows that mostly student of both universities 0
T1 T2 T3 T4
were experienced with Moodle and a few were very
experienced, however, a significant number of students were Very Easy Easy Neutral
remained neutral in their response. Difcult Very Difcult

The tasks students were required to perform are upload
and submit assignment, access lecture, access weekly plan and
attempt a quiz with respect to students.
Although the majority of students of both universities rated
as easy to perform these tasks but still students faced some
problems which are:
Fig.61. Level of difficulty in performing each task (NUST)
To check upcoming events such as assignment, quizzes,
and uploaded lectures students were required to check each
course page separately- requiring many clicks. This thing can
be improved by making a separate page that maintain a list of
upcoming assignments, lectures, and quizzes for all subjects.
In doing so, students would be able to access/know all recent
course material from a single page with few clicks.
 Also students were unable to attach multiple assignments University Number of teachers
files in one go, if they were required to send two separate Bahria 4
documents. Furthermore, students found problem in NUST 6
submission of files once it was attached, as button for
submitting assignment is label as Save changes makes not
any sense whether it would save or send the assignment for
assessment. The text/label of button is not presenting desired TABLE VI
meaning to students and causing confusions, this should be Number of teachers according to gender
changed into more meaningful words such as Submit or
Send. Gender Bahria NUST
Male 2 5
Students also argued problems that important
Female 2 1
information/links are not emphasized: when new lectures and
announcement for assignment and quizzes is made; and when
While below graph is representing the experience of
submission date is near for submitting assignment and teachers with the use of Moodle.
attempting quiz, sometimes it results in loss of grade. Hence
important links should be highlighted in order to get users 3.5 3 3
attention. 3
2.5 2
Weeks dates are not able to expand and collapse if this 2
facility is available it will minimize the scrolling effort in case 1.5 1 1
when users need to scroll down to access weeks at the bottom 1
of the page. Since each week consists of links for assignments, 0.5
quizzes, lecture files and also, when page is packed with many 0
links this diverts users attention from the required one. Very Experienced Experienced Neutral
0
Bahria NUST
Teachers perspective

Task based questionnaire link was emailed to teachers along Fig.62. Experience with Moodle (Teachers)
with generic questionnaire. Teachers were required to perform
four tasks on Moodle while each having further sub-tasks. Teachers at Bahria and NUST found tasks T1, T2, and T3
These tasks are including upload assignment, upload a lecture, easy and in T4 equal number of responses were disagreed and
modify weekly plan, and make a quiz. After accomplishing agreed.
each task they were required to respond on provided task
Although we had only a few responses from teachers but
based questionnaire .Only 4 teachers from Bahria and 6 from
still we found some important aspects that need to be
NUST responded back the questionnaire (TABLE V). Since,
improved in order to make efficient navigation structure for
this is a small set to find problems of teachers in
teachers.
accomplishing these tasks and result of these tasks are not
considered reliable. Jakob Nielsen [5] stated that testing five
users is typically enough for evaluating design most
importantly usability problems. Hence, we considered this
size enough to find out teachers problems about navigation
design of Moodle. TABLE VI represents gender-wise number
of teachers responses:

TABLE V
Number of teachers from both universities
 consideration. Current navigation of this module takes a lot of
Bahria time in making a quiz and also not easily understandable for
naive teacher so this should be improved. Further teachers
4 were not satisfied with the position of Turn editing on
3
3 button since most of the time it did not get their attention. To
2 22 2 2
2 make teachers focused either the location of button should be
1 1 1
1 changed or should use such color for button that highlights its
0 importance.
T10 0 T2
000 T3
000 0 T4
0 0
Very Easy Easy Neutral D. Correlation
Difcult Very Difcult Moreover, correlation analysis is conducted to test the
Fig. relationship of major navigation factors with ease of
63. Level of difficulty in performing each task (Bahria) navigation and satisfaction of navigation design. Result of
correlation confirms the significant relationship of all
navigation factors with ease of navigation and satisfaction of
navigation design at the 0.01 level. The result is showing that
links are significantly correlated with ease of navigation and
NUST satisfaction of navigation design, which shows if links
4 appearance indicates that they are clickable and text of links is
3 3
3 related to page users are going to visit, it has positive affect of
2 2 2 2
2 ease of navigation and satisfaction of navigation design. Menu
1 1 11 1 111 1
1 has also strongly correlated with ease of navigation and
0 satisfaction of navigation design having values .719 and .962
T1
0 0 T2
0 T3 T40 0 respectively, indicating that if users perceive that items in
Strongly Agree Agree menu are arranged logically, it enhances their ease of
Neutral Disagree navigation experience and satisfaction on navigation design.
Strongly Disagree Results in table showing that all other variables such as
navigation aids, shortcuts facility, services facility, adaptive
Fig.64. Level of difficulty in performing each task (NUST)
navigation support, and consistency are also strongly
correlated with ease of navigation and satisfaction of
Techers were also unable to attach multiple lecture files in navigation design. This indicates that if users are provided
one go. Furthermore, if they required to send a document with breadcrumbs, frames, sitemap; shortcut keys and other
while assigning an assignment in case they wanted students to aspects that permit easy and quick access to desired
read it, summarize, and then submit summary. They could not information; consistent layout; disabled irrelevant links,
able to attach file with assignment announcement, hence there enhance navigation speed and in result it enhances users
should be such facility available on Moodle, by doing this experience of ease of navigation and their satisfaction level
teachers navigation effort Factors Ease of Satisfaction of about navigation design
decreases such as they will not Navigation Navigation Design (TABLE VII).
require to go on separate page to Links 0.884 0.809
TABLE VII
send a document related to Menus 0.719 0.962
CORRELATION
assigned assignment. Navigation Aids 0.867 0.826
Shortcuts 0.967 0.926
Teachers felt difficulty in Services
0.870 0.820
making the quiz and they
suggested that this module of
Adaptive Navigation 0.885 0.886 TABLE VIII shows the
Moodle should be taken into
Support correlation of ease of
Consistency 0.739 0.761

Correlation is significant at the 0.01 level (2-tailed).

navigation with satisfaction of navigation design and
satisfaction of completing the tasks efficiently. This shows
that ease of navigation has significant relationship with
satisfaction of navigation design i.e. 0.65 and satisfaction of
completing the tasks efficiently i.e. 0.59 at the 0.01 level. It
means if users perceive ease of navigation it increases the
users satisfaction about navigation design and also it helps
users to complete task efficiently.
TABLE VIII
CORRELATION APPLIED ON EASE OF NAVIGATION WITH
SATISFACTION OF NAVIGATION DESIGN AND SATISFACTION OF
PERFORMING TASK EFFIECIENLTY
Satisfaction of satisfaction of
Navigation performing task
Design efficiently
Ease of 0.65 0.59
Navigation
Correlation is significant at the 0.01 level (2-tailed).
VI. CONCLUSION
Since in our case study navigational structure of Moodle is
examined, some users found that it is easy to navigate on
Moodle while some of them wanted it be improved in
navigation. In our research we found that Moodle does not
include some navigational factors and those which are
implemented requiring improvements. The main navigation
factors which are not including on Moodle are back to top
link, site map, proper help and documentation, search
function, and shortcut keys facility. Also there are no
highlighting techniques are implemented on Moodle by which
users attract towards important links or information. These all
are essentials for an efficient navigation. Furthermore,
customizability is also an important aspect of good navigation
but still Moodle does not allow users to customize their
page/courses according to their need and preference except
they can customize their profile. Some of the users are not
satisfied that links are still visible to them even though they
are not relevant to them. Moreover, some of the problems
encountered in the navigation design of Moodle are
inconsistency in color and placement of buttons on different
pages, presence of back page button on some pages but on
some pages there is no back page button, there is no strategy
by which users can differentiate visited and unvisited links,
some of the icons are not understandable just by looking at
them and there is no supporting text that help in understanding
their desired meaning, unnecessary options are available in
menu, menu items change when move to new page, for some
users organization of menus in navigation blocks does not
seem logical that is rarely required items are placed at the top.
Navigation of LMSs has great influence on learning and
teaching processes. If navigation of such systems is not
efficient it can distract students from actual learning because
they will spend most of the time in learning how to use the
system. Also, if LMSs hinder navigation teachers will be
spending most of the time in trying to understand the system
and giving less time for teaching activities, since they would
have already been frustrating in understanding the way
systems works. Hence, in order to overcome these obstacles a
proper navigation structure should be maintained to enhance
learning and teaching activities. By doing this, we are making
the users satisfied and increasing their experience of using
LMS.
If above mentioned problems, that are encountered in
navigation design of Moodle, are improved this will enhance
navigation efficiency of users and they can complete their
work rapidly.
In this research we have insufficient sample size of
teachers to reach on some reliable results in perspective of
teachers. Also, due to shortage of time we only targeted IT
students.
In future we aim to increase our target sample size in
which respondents from business, law, environmental sciences
and from some other disciplines will consider as well. In
future, further, we plan to investigate: Moodles navigation
structure in comparison of other open source LMSs; how
different users groups based on gender, age, computer
proficiency, perceive navigation; users from IT background
perceive navigation differently from users of other disciplines.
ACKNOWLEDGMENT
We wish to acknowledge the students and teachers of
NUST and Bahria University for their valuable participation.
REFERENCES
[1] S. Kim and M. Lee, Validation of an evaluation model for
learning management systems, J. Comput. Assist.
Learn., vol. 24, no. 4, pp. 284294, 2008.
[2] P. Zaharias and A. Poylymenakou, Developing a
Usability Evaluation Method for e-Learning
Applications: Beyond Functional Usability,
International Journal of Human-Computer
Interaction, vol. 25, no. 1. pp. 7598, 2009.
[3] S. Minocha, H. Sharp, W. Hall, M. K. Mk, and E. S. M. H.
C. Sharp, L EARNER - CENTRED D ESIGN AND
E VALUATION OF W EB - BASED E- LEARNING
E NVIRONMENTS.
[4] B. I. Systems and Y. Hammouche, THE USABILITY
TESTING OF OPTIMA LEARNING
MANAGEMENT SYSTEM THE USABILITY
TESTING OF OPTIMA LEARNING
MANAGEMENT SYSTEM FROM STUDENT,
2014.
[5]
[6] P. Zaharias and A. Poylymenakou, Developing a
Usability Evaluation Method for e-Learning
Applications: Beyond Functional Usability,
International Journal of Human-Computer
Interaction, vol. 25, no. 1. pp. 7598, 2009.
[7] A. Shahzad, W. Hafizi, and A. G. Golamdin, E-Learning
Navigation Model Based on Student s
Learning Behavior: Case Study in UUM, vol. 5, no. 5,
pp. 118130.
[8] D. Hauger and K. Mirjam, State of the Art of Adaptivity
in E-Learning Platforms, 1994.
[9] E. Zakaria, L. Innovation, and U. Kebangsaan, THE
ROLE OF TECHNOLOGY: MOODLE AS A
TEACHING TOOL IN, vol. 2, no. 4, pp. 4652,
2013.
[10] http://www.nngroup.com/articles/usability-101-
introduction-to-usability/
[11]
http://encyclopedia2.thefreedictionary.com/customizability
[12] Y. Wang, H. Wang, W. Huang, and Y. Jiao,
Implementing a web-based personalized learning and
assessment system, ICCSE 2010 - 5th Int. Conf. Comput.
Sci. Educ. Final Progr. B. Abstr., pp.
16291632, 2010.
[13] D. Wong "A critical literature review on e-learning
limitations." Journal of the Advancement of Science & Arts.
pp: 55-62, 2007.
[14] J. Reyna, Developing quality e-learning sites : A
designer approach, New York, pp. 837838, 2009.
[15]http://info.shiftelearning.com/blog/bid/241958/3-Reasons-
Why-You-Must-Free-Up Navigation-In-eLearning
[16] C. McKnight, J. Richardson, and A. Dillon, Hypertext: a
psychological perspective, Ellis Horwood Series in
Interactive Information Systems Published by Ellis Horwood.
1993.
[17]
[18] I. Padayachee, P. Kotz, and A. van der Merwe, Course
Management Systems from a Usability Perspective,
Alternation, vol. 18, no. 1, pp. 297 317, 2011.
[19] L. Martin, D. R. Martnez, O. Revilla, M. Jos, O. C.
Santos, and J. G. Boticario, Usability in e-Learning
Platforms: heuristics comparison between Moodle ,
Sakai and dotLRN, Artif. Intell., vol. 509, no. Lll, pp.
7584, 2003.
[20] V. K. Cox, R. C. May, S. L. Kroder, and a Sample,
Technological Developments in Networking,
Education and Automation, Energy, pp. 3741, 2010.
[21] J. Rosato, C. Dodds, and S. Laughlin, Usability of
Course Management Systems by Students, Methods.
[22] J. Melton, The lms moodle: A usability evaluation,
Prefect. Univ. Kumamoto Retrieved , pp. 124,
2006.
[23] M. A. Amaral and C. M. De Almeida, Usability
Assessment in Moodle Abstract: 2 E-learning and
Usability, vol. 1, no. 10, pp. 110, 2009.
[24] LMS Usability Evaluation Report, 2010.
[25] . T. Pekta and H. Demirkan, Experiences with [73] K. Cheverst, K. Mitchell, and N. Davies, Adaptive
moodle as a communication tool for design teamwork: Hypermedia, vol. 45, no. 5, pp. 4751, 2002.
A users perspective, Metu J. Fac. Archit., vol. 28,
no. 2, pp. 227242, 2011. [33] http://laceytechsolutions.co.uk/web-design/importance-
of-consistency-in-web-design/
[26] M. Machado and E. Tao, Blackboard vs. Moodle:
[34] http://www.thesitedoctor.com/support/Website-Usability-
Comparing user experience of learning management
Glossary.asp?UGNum=47
systems, Proc. - Front. Educ. Conf. FIE, no.
December 2006, pp. 712, 2007. [35] http://www.nngroup.com/articles/usability-101-
introduction-to-usability/
[27] H. Baytiyeh, Work in progress — Open source
usability evaluation: The case of Moodle, 2011
Front. Educ. Conf., pp. F4E1F4E2, 2011.

[28] W. Gate and R. Heights, A usability study of moodle,

no. 2007, pp. 6084, 2013.

[29] http://en.wikipedia.org/wiki/Hyperlink

[30] http://www.w3schools.com/html/html_links.asp

[31] http://www.webstarts.com/support/2011/02/what-is-a-
website-navigation-menu/