Ten Years User Experience Development of Moodle in Higher Education Context: A Systematic Literature Review
Keywords:
Moodle, interface design, systematic literature review
Abstract
Currently, approximately 561 LMS have been developed worldwide to assist teaching and learning processes and other academic needs. During the ten years of Moodle's development as an LMS, to our knowledge, no prior systematic review has comprehensively examined Moodle interface design across these specific dimensions (consistency, usability, navigation, information hierarchy, visual appearance, and user testing). This review addresses several key research questions: (1) What journal platforms publish the most journals about Moodle interface design? (2) Who are the most frequently cited authors in the last ten years? (3) How has the Moodle interface design developed in the last ten years? (4) What are the concerns or gaps regarding the Moodle interface design that can be used as a reference for further LMS development research? This literature review focuses on studies conducted from 2015 to 2025 on using Moodle in academic institutions. Following the PRISMA-p protocol for systematic searching and screening, researchers used bibliometric analysis (VOSviewer) to answer RQ1, RQ2, and RQ4 and using thematic analysis to find the third research question’ answer. The sustained volume of publications (67 articles) and the continued research interest across multiple journal platforms suggest Moodle's ongoing relevance as an LMS in higher education contexts during the review period. Emerging but underexplored themes include ethics and data safety. Moreover, Given the limited research on AI integration in Moodle interfaces within our corpus and the single article addressing data safety, future research examining these emerging concerns would strengthen the evidence base for Moodle development prioritiesand develop as the automatization world keeps moving forward.
References
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Bedregal-Alpaca, N., Laura-Ochoa, L., & Baluarte-Araya, C. (2021). Service Learning and Problem-Based Learning as Strategies to Enhance the Learning of Mathematical Programming. In Proceedings - International Conference of the Chilean Computer Science Society, SCCC (Vols. 2021-Novem). https://doi.org/10.1109/SCCC54552.2021.9650362
Berestova, A., Anisimova, T., Morugina, O., Lobuteva, L., & Lobuteva, A. (2022). Constructivist pedagogy in E-learning: Solving problems of interaction with a student. World Journal on Educational Technology: Current Issues, 14(5), 1343–1356. https://doi.org/10.18844/wjet.v14i5.7860
Bernacki, M. L., Vosicka, L., & Utz, J. C. (2019). Can a Brief, Digital Skill Training Intervention Help Undergraduates “Learn to Learn” and Improve Their STEM Achievement? Journal of Educational Psychology, (September). https://doi.org/10.1037/edu0000405
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Cabero-Almenara, J., Arancibia, M. L., & Del Prete, A. (2019). Technical and didactic knowledge of the moodle LMS in higher education. Beyond functional use. Journal of New Approaches in Educational Research, 8(1), 25–33. https://doi.org/10.7821/naer.2019.1.327
Damnjanovic, V., Jednak, S., & Mijatovic, I. (2015). Factors affecting the effectiveness and use of Moodle: students’ perception. Interactive Learning Environments, 23(4), 496–514. https://doi.org/10.1080/10494820.2013.789062
Dawadi, S. (2020). Thematic Analysis Approach: A Step by Step Guide for ELT Research Practitioners. Journal of NELTA, 25(1–2), 62–71. https://doi.org/10.3126/nelta.v25i1-2.49731
De Santo, M., & De Meo, A. (2016). E-training for the clil teacher: E-tutoring and cooperation in a moodle-based community of learning. Journal of E-Learning and Knowledge Society, 12(3), 41–49.
Dewi, C. A., Muhali, M., Kurniasih, Y., Lukitasari, D., & Sakban, A. (2022). The impact of Google Classroom to increase students’ information literacy. International Journal of Evaluation and Research in Education, 11(2), 1005–1014. https://doi.org/10.11591/ijere.v11i2.22237
Dias, S. B., Hadjileontiadou, S. J., Diniz, J., & Hadjileontiadis, L. J. (2020). DeepLMS: a deep learning predictive model for supporting online learning in the Covid-19 era. Scientific Reports, 10(1), 1–17. https://doi.org/10.1038/s41598-020-76740-9
Fenu, G., Marras, M., & Meles, M. (2017). A learning analytics tool for usability assessment in Moodle environments. Journal of E-Learning and Knowledge Society, 13(3), 23–34. https://doi.org/10.20368/1971-8829/1388
Gamage, S. H. P. W., Ayres, J. R., Behrend, M. B., & Smith, E. J. (2019). Optimising Moodle quizzes for online assessments. International Journal of STEM Education, 6(1). https://doi.org/10.1186/s40594-019-0181-4
Goyal, S., Khaliq, F., & Vaney, N. (2023). Implementation of the online learning management system ‘Moodle’ as a blended approach to online teaching. Indian Journal of Physiology and Pharmacology, 67(1), 64–72. https://doi.org/10.25259/IJPP_208_2022
Hijazi, H., Al-Kateb, G., & Alkhawaldeh, E. (2020). Investigating the awareness and usage of moodle features at Hashemite University. International Journal of Advanced Computer Science and Applications, 11(6), 194–202. https://doi.org/10.14569/IJACSA.2020.0110625
Jones, D., Lotz, N., & Holden, G. (2021). A longitudinal study of virtual design studio (VDS) use in STEM distance design education. International Journal of Technology and Design Education, 31(4), 839–865. https://doi.org/10.1007/s10798-020-09576-z
Kamioka, H. (2019). Preferred reporting items for systematic review and meta-analysis protocols (prisma-p) 2015 statement. Japanese Pharmacology and Therapeutics, 47(8), 1177–1185.
Kazanidis, I., Pellas, N., Fotaris, P., & Tsinakos, A. (2018). Facebook and Moodle Integration into Instructional Media Design Courses: A Comparative Analysis of Students’ Learning Experiences using the Community of Inquiry (CoI) Model. International Journal of Human-Computer Interaction, 34(10), 932–942. https://doi.org/10.1080/10447318.2018.1471574
Khatser, G., & Khatser, M. (2022). Online Learning Through LMSs: Comparative Assessment of Canvas and Moodle. International Journal of Emerging Technologies in Learning, 17(12), 184–200. https://doi.org/10.3991/ijet.v17i12.30999
Koutoumanos, A., Protonotarios, V., Drakos, A., & Toader, M. (2014). Seeding courses on moodle: The agriMoodle case. Agris On-Line Papers in Economics and Informatics, 6(2), 49–58.
Luo, L., Cheng, X., Wang, S., Zhang, J., Zhu, W., Yang, J., & Liu, P. (2017). Blended learning with Moodle in medical statistics: An assessment of knowledge, attitudes and practices relating to e-learning. BMC Medical Education, 17(1). https://doi.org/10.1186/s12909-017-1009-x
Marachi, R., & Quill, L. (2020). The case of Canvas: Longitudinal datafication through learning management systems. Teaching in Higher Education, 25(4), 418–434. https://doi.org/10.1080/13562517.2020.1739641
Maslov, I., Nikou, S., & Hansen, P. (2021). Exploring user experience of learning management system. International Journal of Information and Learning Technology, 38(4), 344–363. https://doi.org/10.1108/IJILT-03-2021-0046
Mwalumbwe, I., & Mtebe, J. S. (2017). Using learning analytics to predict students’ performance in moodle learning management system: A case of Mbeya University of science and technology. Electronic Journal of Information Systems in Developing Countries, 79(1), 1–13. https://doi.org/10.1002/j.1681-4835.2017.tb00577.x
Ochoa-Orihuel, J., Marticorena-Sánchez, R., & Sáiz-Manzanares, M. C. (2020). Moodle lms integration with amazon alexa: A practical experience. Applied Sciences (Switzerland), 10(19), 1–21. https://doi.org/10.3390/app10196859
Omar, A. (2021). An Evaluation of the Localization Quality of the Arabic Versions of Learning Management Systems. International Journal of Advanced Computer Science and Applications, 12(2), 443–449. https://doi.org/10.14569/IJACSA.2021.0120256
Singh, A., Jeevanandam, J., & Sushama. (2019). Implantation of an open source moodle platform across an educational institution. Journal of Engineering Education Transformations, 33(2), 7–22. https://doi.org/10.16920/jeet/2019/v33i2/138689
Sozontova, E. A., Prodanova, N. A., Zekiy, A. O., Rakhmatullina, L. V., & Konovalova, E. V. (2020). Efficiency of remote technologies on the approaching the content of a e-learning mathematics course using moodle system: Case study. Periodico Tche Quimica, 17(35), 1159–1174. https://doi.org/10.52571/ptq.v17.n35.2020.95_sozontova_pgs_1159_1174.pdf
Teo, T., Zhou, M., Fan, A. C. W., & Huang, F. (2019). Factors that influence university students’ intention to use Moodle: a study in Macau. Educational Technology Research and Development, 67(3), 749–766. https://doi.org/10.1007/s11423-019-09650-x
Tirza, J. (2021). Implementation of M-Flex Based Moodle in Pancasila Course: An Initial Evaluation on Student’s View. Edukasi: Jurnal Pendidikan, 19(2), 201. https://doi.org/10.31571/edukasi.v19i2.2930
Umek, L., Aristovnik, A., Tomaževič, N., & Keržič, D. (2015). Analysis of selected aspects of students performance and satisfaction in a moodle-based e-learning system environment. Eurasia Journal of Mathematics, Science and Technology Education, 11(6), 1495–1505. https://doi.org/10.12973/eurasia.2015.1408a
Umek, L., Keržič, D., Aristovnik, A., & Tomaževič, N. (2017). An assessment of the effectiveness of moodle e-learning system for undergraduate Public Administration education. International Journal of Innovation and Learning, 21(2), 165–177. https://doi.org/10.1504/IJIL.2017.081939
van Eck, N. J., & Waltman, L. (2013). {VOSviewer} manual. Leiden: Univeristeit Leiden, (January).
Wang, Y., & Wang, Y. (2025). The effectiveness of technology-supported learning in improving students’ digital literacy: A meta-analysis of 56 experimental and quasi-experimental studies. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.70137
Yue, W. S., & Ken, L. W. (2016). exploratory study: Security and students’ awareneAnss of modular object-oriented dynamic learning environment (MOODLE). Advanced Science Letters, 22(12), 4138–4141. https://doi.org/10.1166/asl.2016.8213
Bedregal-Alpaca, N., Laura-Ochoa, L., & Baluarte-Araya, C. (2021). Service Learning and Problem-Based Learning as Strategies to Enhance the Learning of Mathematical Programming. In Proceedings - International Conference of the Chilean Computer Science Society, SCCC (Vols. 2021-Novem). https://doi.org/10.1109/SCCC54552.2021.9650362
Berestova, A., Anisimova, T., Morugina, O., Lobuteva, L., & Lobuteva, A. (2022). Constructivist pedagogy in E-learning: Solving problems of interaction with a student. World Journal on Educational Technology: Current Issues, 14(5), 1343–1356. https://doi.org/10.18844/wjet.v14i5.7860
Bernacki, M. L., Vosicka, L., & Utz, J. C. (2019). Can a Brief, Digital Skill Training Intervention Help Undergraduates “Learn to Learn” and Improve Their STEM Achievement? Journal of Educational Psychology, (September). https://doi.org/10.1037/edu0000405
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Cabero-Almenara, J., Arancibia, M. L., & Del Prete, A. (2019). Technical and didactic knowledge of the moodle LMS in higher education. Beyond functional use. Journal of New Approaches in Educational Research, 8(1), 25–33. https://doi.org/10.7821/naer.2019.1.327
Damnjanovic, V., Jednak, S., & Mijatovic, I. (2015). Factors affecting the effectiveness and use of Moodle: students’ perception. Interactive Learning Environments, 23(4), 496–514. https://doi.org/10.1080/10494820.2013.789062
Dawadi, S. (2020). Thematic Analysis Approach: A Step by Step Guide for ELT Research Practitioners. Journal of NELTA, 25(1–2), 62–71. https://doi.org/10.3126/nelta.v25i1-2.49731
De Santo, M., & De Meo, A. (2016). E-training for the clil teacher: E-tutoring and cooperation in a moodle-based community of learning. Journal of E-Learning and Knowledge Society, 12(3), 41–49.
Dewi, C. A., Muhali, M., Kurniasih, Y., Lukitasari, D., & Sakban, A. (2022). The impact of Google Classroom to increase students’ information literacy. International Journal of Evaluation and Research in Education, 11(2), 1005–1014. https://doi.org/10.11591/ijere.v11i2.22237
Dias, S. B., Hadjileontiadou, S. J., Diniz, J., & Hadjileontiadis, L. J. (2020). DeepLMS: a deep learning predictive model for supporting online learning in the Covid-19 era. Scientific Reports, 10(1), 1–17. https://doi.org/10.1038/s41598-020-76740-9
Fenu, G., Marras, M., & Meles, M. (2017). A learning analytics tool for usability assessment in Moodle environments. Journal of E-Learning and Knowledge Society, 13(3), 23–34. https://doi.org/10.20368/1971-8829/1388
Gamage, S. H. P. W., Ayres, J. R., Behrend, M. B., & Smith, E. J. (2019). Optimising Moodle quizzes for online assessments. International Journal of STEM Education, 6(1). https://doi.org/10.1186/s40594-019-0181-4
Goyal, S., Khaliq, F., & Vaney, N. (2023). Implementation of the online learning management system ‘Moodle’ as a blended approach to online teaching. Indian Journal of Physiology and Pharmacology, 67(1), 64–72. https://doi.org/10.25259/IJPP_208_2022
Hijazi, H., Al-Kateb, G., & Alkhawaldeh, E. (2020). Investigating the awareness and usage of moodle features at Hashemite University. International Journal of Advanced Computer Science and Applications, 11(6), 194–202. https://doi.org/10.14569/IJACSA.2020.0110625
Jones, D., Lotz, N., & Holden, G. (2021). A longitudinal study of virtual design studio (VDS) use in STEM distance design education. International Journal of Technology and Design Education, 31(4), 839–865. https://doi.org/10.1007/s10798-020-09576-z
Kamioka, H. (2019). Preferred reporting items for systematic review and meta-analysis protocols (prisma-p) 2015 statement. Japanese Pharmacology and Therapeutics, 47(8), 1177–1185.
Kazanidis, I., Pellas, N., Fotaris, P., & Tsinakos, A. (2018). Facebook and Moodle Integration into Instructional Media Design Courses: A Comparative Analysis of Students’ Learning Experiences using the Community of Inquiry (CoI) Model. International Journal of Human-Computer Interaction, 34(10), 932–942. https://doi.org/10.1080/10447318.2018.1471574
Khatser, G., & Khatser, M. (2022). Online Learning Through LMSs: Comparative Assessment of Canvas and Moodle. International Journal of Emerging Technologies in Learning, 17(12), 184–200. https://doi.org/10.3991/ijet.v17i12.30999
Koutoumanos, A., Protonotarios, V., Drakos, A., & Toader, M. (2014). Seeding courses on moodle: The agriMoodle case. Agris On-Line Papers in Economics and Informatics, 6(2), 49–58.
Luo, L., Cheng, X., Wang, S., Zhang, J., Zhu, W., Yang, J., & Liu, P. (2017). Blended learning with Moodle in medical statistics: An assessment of knowledge, attitudes and practices relating to e-learning. BMC Medical Education, 17(1). https://doi.org/10.1186/s12909-017-1009-x
Marachi, R., & Quill, L. (2020). The case of Canvas: Longitudinal datafication through learning management systems. Teaching in Higher Education, 25(4), 418–434. https://doi.org/10.1080/13562517.2020.1739641
Maslov, I., Nikou, S., & Hansen, P. (2021). Exploring user experience of learning management system. International Journal of Information and Learning Technology, 38(4), 344–363. https://doi.org/10.1108/IJILT-03-2021-0046
Mwalumbwe, I., & Mtebe, J. S. (2017). Using learning analytics to predict students’ performance in moodle learning management system: A case of Mbeya University of science and technology. Electronic Journal of Information Systems in Developing Countries, 79(1), 1–13. https://doi.org/10.1002/j.1681-4835.2017.tb00577.x
Ochoa-Orihuel, J., Marticorena-Sánchez, R., & Sáiz-Manzanares, M. C. (2020). Moodle lms integration with amazon alexa: A practical experience. Applied Sciences (Switzerland), 10(19), 1–21. https://doi.org/10.3390/app10196859
Omar, A. (2021). An Evaluation of the Localization Quality of the Arabic Versions of Learning Management Systems. International Journal of Advanced Computer Science and Applications, 12(2), 443–449. https://doi.org/10.14569/IJACSA.2021.0120256
Singh, A., Jeevanandam, J., & Sushama. (2019). Implantation of an open source moodle platform across an educational institution. Journal of Engineering Education Transformations, 33(2), 7–22. https://doi.org/10.16920/jeet/2019/v33i2/138689
Sozontova, E. A., Prodanova, N. A., Zekiy, A. O., Rakhmatullina, L. V., & Konovalova, E. V. (2020). Efficiency of remote technologies on the approaching the content of a e-learning mathematics course using moodle system: Case study. Periodico Tche Quimica, 17(35), 1159–1174. https://doi.org/10.52571/ptq.v17.n35.2020.95_sozontova_pgs_1159_1174.pdf
Teo, T., Zhou, M., Fan, A. C. W., & Huang, F. (2019). Factors that influence university students’ intention to use Moodle: a study in Macau. Educational Technology Research and Development, 67(3), 749–766. https://doi.org/10.1007/s11423-019-09650-x
Tirza, J. (2021). Implementation of M-Flex Based Moodle in Pancasila Course: An Initial Evaluation on Student’s View. Edukasi: Jurnal Pendidikan, 19(2), 201. https://doi.org/10.31571/edukasi.v19i2.2930
Umek, L., Aristovnik, A., Tomaževič, N., & Keržič, D. (2015). Analysis of selected aspects of students performance and satisfaction in a moodle-based e-learning system environment. Eurasia Journal of Mathematics, Science and Technology Education, 11(6), 1495–1505. https://doi.org/10.12973/eurasia.2015.1408a
Umek, L., Keržič, D., Aristovnik, A., & Tomaževič, N. (2017). An assessment of the effectiveness of moodle e-learning system for undergraduate Public Administration education. International Journal of Innovation and Learning, 21(2), 165–177. https://doi.org/10.1504/IJIL.2017.081939
van Eck, N. J., & Waltman, L. (2013). {VOSviewer} manual. Leiden: Univeristeit Leiden, (January).
Wang, Y., & Wang, Y. (2025). The effectiveness of technology-supported learning in improving students’ digital literacy: A meta-analysis of 56 experimental and quasi-experimental studies. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.70137
Yue, W. S., & Ken, L. W. (2016). exploratory study: Security and students’ awareneAnss of modular object-oriented dynamic learning environment (MOODLE). Advanced Science Letters, 22(12), 4138–4141. https://doi.org/10.1166/asl.2016.8213
Published
2026-09-12
How to Cite
Juliana Tirza, Ketut Agustin, Gede Rasben Dates, & Wiputra Cendana. (2026). Ten Years User Experience Development of Moodle in Higher Education Context: A Systematic Literature Review. International Journal of Education, Vocational and Social Science , 5(04), 986-1002. https://doi.org/10.63922/ijevss.v5i04.6490
Contact Person +6282139474255
Email : ijevss@citakonsultindo.or.id / editor.ijevss@gmail.com
