Designing a Culturally Responsive E-Learning User Interface for Zimbabwean Primary Schools: A Semiotic and Action Research Approach

Abstract

This study addresses the challenges of poor User Interface/User Experience (UI/UX) design in e-learning platforms for primary school learners in Zimbabwe, which often lack intuitive usability and cultural relevance. To tackle this issue, the research adopts a culturally responsive design approach, guided by Peirce’s Semiotic Theory (sign, object, interpretant ) and the Action Research Methodology. By integrating culturally meaningful symbols, metaphors and signs, the proposed platform, Educulture, aims to enhance user engagement and minimise cognitive load. Through iterative testing with teachers and learners, key interface elements like typography, colour schemes and gamification features are refined. The findings highlight that combining semiotic principles with participatory design significantly improves the accessibility and effectiveness of e-learning in multicultural settings. This study provides practical recommendations for creating inclusive and culturally sensitive educational technologies.