Since learning information management systems are now an essential component of various instructional contexts, more research has been done than ever before to identify the key elements of their successful design. Four key success elements for LMS implementations were highlighted in earlier studies. As a result, the purpose of this study is to comprehend LMS design from a cultural perspective in addition to additional variables such as gender, age, and school year. The overall findings amply proved that a single, distinctive learning management systems design would not always be beneficial to and well-liked by pupils. In that regard, rather than installing an LMS with a generic design on their school's smart systems, management and instructors should favour a more user-centered strategy in which the LMS will be customised in accordance with the demographics of their students (particularly the factors).
Spanish students appeared to value certain learning management systems aspects more broadly when German and Spanish students were compared using non-parametric statistical tests. Students who study Spanish in particular cited communication and ease of use as crucial elements of the learning management systems for their education. According to the mean scores and the outcomes of the Mann-Whitney U test, Spanish students also valued the online whiteboard and remark tool in the content management portion. This suggests that Spanish-speaking pupils would favour communicative learning. Therefore, instructional designers or practitioners should give Spanish students greater opportunities for interactive and direct communication.
German students, on the other hand, have placed a high value on features like “uploading assignments,” “accessing learning materials,” “learning materials are available before lectures,” and “easy navigation structure.” The majority of these characteristics are closely connected to the final grade and personal growth. Due to these disparate traits, German and Spanish students may value distinct types of learning: Spanish students may value process-oriented group learning with active communication, whereas German students may value goal-oriented solitary learning.This provides teachers with guidance as they create instructional activities for learning information management systems. For instance, German students might like more independent self-studies and exercises whereas Spanish students should be encouraged to do more group work.
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