Evaluating usability, accessibility, and persuasion in learning management systems

Abstract

Learning management systems (LMSs) are widely adopted in engineering education to support content delivery, foster collaboration, and develop digital competencies. However, existing platforms often prioritize functionality over user engagement and accessibility. There is limited research that holistically evaluates LMS usability, persuasive design, and accessibility in the context of technical education, particularly during high-frequency tasks such as assignment submission. This study aims to evaluate and compare the usability, persuasive elements, and accessibility of blackboard, canvas, and Google Classroom during the assignment submission process from the perspective of engineering students. An experimental, between-subjects design was employed with engineering students who each interacted with one of the three LMS platforms. We evaluated usability, persuasiveness and accessibility. Canvas was the most efficient platform, with shorter task completion times and fewer errors. However, it received lower scores in satisfaction and persuasive design compared to Google Classroom, which stood out in credibility and user guidance but showed more variability in efficiency. None of the platforms fully complied with key accessibility criteria, such as keyboard operability and proper form labeling. These findings highlight the importance of designing LMS platforms that balance us ability, persuasion, and accessibility to better support engagement and equity in engineering education.