From a usability perspective, designing and evaluating an adaptive learning system involve complexities associated with adaptivity and the diverse requirements from content designers, educators, and students. Moreover, students and educators are increasing getting subjected to educational quality studies including the evaluation of digital learning technologies, which the desired participants typically do not perceive as valuable. Furthermore, very few case studies report the results of the usability evaluation of adaptive learning systems. Thus, this study addresses the research questions: (1) Considering low participation and time constraint, which established usability evaluation methods might be applied for mixed-methods study of adaptive learning systems? (2) What is the students’ satisfaction score of RhapsodeTM Learner and implications for redesign? The result is the selection and application of system usability scale (SUS) and co-Discovery with concurrent interviews for the evaluation of RhapsodeTM Learner. The average score of 53.8 (n = 15) shows low marginal acceptability with good internal consistency (10 items, Cronbach’s α = 0.863). Analyses of the co-discoveries using 12 interaction design principles enable identifying the scopes for redesigning technological factors. For the evaluation of pedagogy and content aspects, further instruments should be developed.
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