A multi-criteria evaluation of online learning platforms for student engagement and academic performance: an Analytic Hierarchy Process
- 1School of Business, Guangxi Minzu Normal University, Chongzuo, Guangxi, China
- 2Office of Teaching Quality Monitoring and Development Planning, Guangxi Minzu Normal University, Chongzuo, Guangxi, China
Abstract
Introduction: Online learning platforms have become an important component of higher education, yet their effectiveness depends on multiple educational and technological characteristics. This study aimed to determine the relative importance of four criteria for evaluating online learning platforms from graduate students’ perspective.
Methods: We administered a structured questionnaire to 50 graduate students with prior experience in online learning environments. We evaluated Content Quality, User Interface, Accessibility, and Interactivity through pairwise comparisons based on the Analytic Hierarchy Process (AHP). The study aggregated individual judgments, calculated priority weights, and examined the consistency of the pairwise comparisons.
Results: Content Quality received the highest normalized weight (0.416; 41.6%), followed by User Interface (0.297; 29.7%), Interactivity (0.147; 14.7%), and Accessibility (0.140; 14.0%). The results indicate that respondents placed greater relative importance on Content Quality and User Interface when evaluating online learning platforms. The findings show that graduate students assign different levels of importance to educational content, interface usability, interaction, and access when they evaluate online learning platforms. The results provide a quantitative basis for assessing platform characteristics and may help educational institutions and platform developers design and evaluate online learning environments. Further research with larger, more diverse samples is needed to examine whether these priorities apply across institutions and educational contexts.
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BibTeX
@article{huang2026multicriteria,
title = {{A multi-criteria evaluation of online learning platforms for student engagement and academic performance: an Analytic Hierarchy Process}},
author = {Qinyan Huang and Guanlei Yin},
journal = {Frontiers in Psychology},
year = {2026},
month = oct,
doi = {10.3389/fpsyg.2026.1906004},
url = {https://doi.org/10.3389/fpsyg.2026.1906004},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - A multi-criteria evaluation of online learning platforms for student engagement and academic performance: an Analytic Hierarchy Process
AU - Qinyan Huang
AU - Guanlei Yin
PY - 2026
DA - 2026/10/22
JO - Frontiers in Psychology
DO - 10.3389/fpsyg.2026.1906004
UR - https://doi.org/10.3389/fpsyg.2026.1906004
AB - Introduction: Online learning platforms have become an important component of higher education, yet their effectiveness depends on multiple educational and technological characteristics. This study aimed to determine the relative importance of four criteria for evaluating online learning platforms from graduate students’ perspective. Methods: We administered a structured questionnaire to 50 graduate students with prior experience in online learning environments. We evaluated Content Quality, User Interface, Accessibility, and Interactivity through pairwise comparisons based on the Analytic Hierarchy Process (AHP). The study aggregated individual judgments, calculated priority weights, and examined the consistency of the pairwise comparisons. Results: Content Quality received the highest normalized weight (0.416; 41.6%), followed by User Interface (0.297; 29.7%), Interactivity (0.147; 14.7%), and Accessibility (0.140; 14.0%). The results indicate that respondents placed greater relative importance on Content Quality and User Interface when evaluating online learning platforms. The findings show that graduate students assign different levels of importance to educational content, interface usability, interaction, and access when they evaluate online learning platforms. The results provide a quantitative basis for assessing platform characteristics and may help educational institutions and platform developers design and evaluate online learning environments. Further research with larger, more diverse samples is needed to examine whether these priorities apply across institutions and educational contexts.
SN - 1664-1078
ER -