Ghani Naufal Tamma, Irwan Iftadi, Rahmaniyah Dwi Astuti

Design Thinking Implementation for User Experience Improvement of UNS Graduation Website: A Case Study

Introduction

Design thinking implementation for user experience improvement of uns graduation website: a case study. Improve UNS Graduation Website UX with Design Thinking. This case study details redesign, addressing usability issues. Proven by Maze & SUS tests, user experience significantly improved.

Abstract

Design thinking is a human-centered problem-solving methodology focusing on innovative solutions. Design thinking can be used to improve the user experience of a website. Design thinking consists of empathize, define, ideate, prototype, and test phase. Based on preliminary observation, the current UNS Graduation Website demonstrates significant usability issues that interrupt the user experience. The lack of error prevention and informative feedback leads to repeated mistakes and user frustration. Additionally, visual and functional inconsistencies further reduce usability. These issues were confirmed through the System Usability Scale (SUS), which yielded a low score, indicating a difficult and unpleasant user experience. To address these issues, this study applies the design thinking methodology to re-design the UNS Graduation Website with the aim of improving its usability and enhancing user experience. The prototype is tested by 20 users using usability testing tools named Maze and System Usability Scale (SUS). The result based on Maze testing, the prototype got a success rate percentage of 100% and a usability score of 85 for the UNS Graduation Website. The usability score tested by SUS also increased from 43,25 to 82. This affirms the successful outcome of the re-design in improving the user experience and increasing the usability of the UNS Graduation Website.

Review

This study effectively applies the Design Thinking methodology to address documented usability issues on the UNS Graduation Website. The authors clearly articulate the initial problem through preliminary observations and a low System Usability Scale (SUS) score, indicating significant user frustration and inefficiency due to poor error prevention, lack of informative feedback, and visual inconsistencies. The choice of Design Thinking, a human-centered problem-solving approach, is highly appropriate for tackling such user experience challenges, establishing a solid foundation for the re-design efforts described. The implementation of the Design Thinking phases, from empathize to test, forms the core of the intervention. The abstract details a rigorous testing phase involving 20 users and employing quantitative tools like Maze and the SUS. The reported results are remarkably positive: the prototype achieved a 100% success rate and an 85 usability score in Maze testing, alongside a substantial increase in the SUS score from an initial 43.25 to an impressive 82. These metrics provide compelling evidence of the re-design's success in significantly enhancing both the usability and overall user experience of the UNS Graduation Website. While the documented improvements are impressive, a more detailed account of the specific insights gathered during the "empathize" and "define" phases, which directly informed the innovative solutions, would strengthen the study. As a case study, the findings are specific to the UNS Graduation Website; however, the successful application of Design Thinking provides a valuable framework for other institutions facing similar digital usability challenges. Future research could benefit from exploring the long-term impact on user satisfaction and operational efficiency, as well as discussing the scalability and generalizability of the applied design principles to a broader range of educational or administrative websites.

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