Creating inclusive UX: uncovering gender-bugs in higher education website through GenderMag’ing

Abstract

Higher education websites serve as service-providing and information-disseminating platforms which may contain gender-related usability issues that affect how male and female users interact with digital platforms. This study applied the gender inclusiveness magnifier (GenderMag) method to identify and assess these gender-specific usability barriers. Researchers conducted cognitive walkthrough sessions using gendered personas, Abi (female) and Tim (male), uncovering key inclusivity bugs aligned to specific cognitive facets-motivation, information processing style, computer self-efficacy, risk aversion, and learning style. Insights from these walkthroughs guided the creation of a structured usability survey, administered to 200 respondents equally divided between males and females, comprising faculty and upper-year BS information technology students. Statistical analysis revealed significant gender differences specifically in information processing style (p=0.0003), emphasizing distinct preferences for content organization and navigation between genders. The integration of usability factors with GenderMag’s cognitive facets effectively pinpointed areas requiring inclusive design adjustments, guiding future efforts to enhance equitable digital interactions in educational environments.