Evaluating User Experience and Usability Affordances of the Libyan Higher Education Portal An HCI Perspective

الملخص

In the domain of Human-Computer Interaction (HCI), the structural usability of electronic government platforms deeply governs transactional success and user adoption. This study presents a data-aligned usability evaluation of the unified Libyan Higher Education Portal (mohe.edu.ly), focusing on how core interaction dimensions control user satisfaction and subsequent system advocacy. Utilizing a structured quantitative framework encompassing learnability, efficiency, error management, visual design, and support accessibility, data was gathered from 51 authentic academic stakeholders (students, faculty, and administrators) interacting with the platform. Perceived general satisfaction yielded a moderate mean score of 3.22/5.00, exposing a highly polarized user experience. The empirical results show high baseline scores for onboarding learnability (Clarity of options mean = 4.10) and execution efficiency (Speed mean = 3.90). However, the tracking of operational barriers revealed that 41.2% of all active respondents explicitly encountered critical system latency and prolonged response times during institutional interaction cycles. Furthermore, rigid error-recovery pathways (mean = 3.27) and limited helpdesk accessibility (mean = 3.16) introduce substantial extraneous cognitive load, causing task anxiety and inducing physical dependencies on central administrative offices. To lower user friction, this study provides actionable interface re-engineering proposals, emphasizing architectural infrastructure scaling, client-side progressive caching, and context-aware dynamic wizard prompts for real-time runtime exception handling.