Mapping User Personas and Empathy Maps based on Kolb Learning Style Models within SCELE: Insights from Focus Group Discussions

Kolb's learning style model has a relationship with student engagement by identifying how students perceive and process information through four distinct styles: Accommodator, Diverger, Converger, and Assimilator. Understanding these styles is crucial for improving student interaction and learning outcomes in digital environments such as the Student-Centered E-learning Environment (SCELE) at the University of Indonesia. This study aimed to develop user personas and empathy maps to capture the diverse learning preferences and behaviors of students using SCELE. Data collection involved focus group discussions (FGDs) with two groups of students (6 participants) aged between 20 and 25 years who actively use SCELE. The discussions were structured using the AEIOU framework to explore how students engage with the platform, the challenges they face, and the improvements they desire. The analysis resulted in the creation of four distinct user personas: the Accommodator, who prefers hands-on learning and benefits from interactive content and reminders; the Diverger, who values structured feedback and collaborative learning; the Converger, who focuses on problem-solving and benefits from a clear and organized interface; and the Assimilator, who favors theoretical learning and logical content presentation. Empathy maps revealed emotional, cognitive, and behavioral patterns that highlight the need to adapt SCELE to these learning preferences. Recommendations include enhancing the platform's user interface (UI) for improved navigation, introducing automated notifications, refining the discussion forums, and incorporating interactive learning materials. This research underscores the value of user-centered design in enhancing student engagement and learning efficiency within SCELE.