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The purpose of this study is to explore the interplay between electronic service quality, user experience (UX) and overall customer satisfaction. Additionally, it aims to assess the suitability of E-S-QUAL and UX metrics within the cultural context of Greece.

Data were collected from 310 Internet users based on their last online purchase from an e-retail website. To evaluate the conceptual model, the authors used partial least squares structural equation modeling (PLS-SEM).

The findings of this study validate the scales' reliability and validity in the realm of electronic commerce (e-commerce) in Greece. The findings also emphasize the favorable association between e-service quality and UX with overall satisfaction, while indicating that e-service quality plays a partial mediating role in the relationship between UX and customer satisfaction.

The authors' study enhances the existing theory by introducing a new multi-dimensional conceptual framework that illuminates the relative importance of the dimensions within the scales. Additionally, it offers valuable insights into the impacts of e-service quality and UX on overall satisfaction, providing managers and practitioners with a tool to evaluate the quality of their electronic services and make necessary adjustments to meet the needs of their customers.

New requirements for the design of interactive systems call for a human‐centred approach. Learner‐centred design has been considered as the equivalent of human (or user) centred design as it applies to the design and development of elearning systems and applications. E‐Learning is gaining momentum and the respective interest in design methods and practices for such systems is continuously increasing. Nevertheless it is not clear how learner‐centred design can be implemented in practice; questions, such as what are the processes included in learner‐centred design, what kind of activities should take place, how can existing human‐centred design methodologies be combined with instructional design methods and techniques, remain unanswered. This paper stresses the need for an effective integration between usability ‐ the ultimate goal for every human‐centred design effort ‐ and instructional design concepts, techniques and practices. It presents a case study where authors’ activities to design a web‐based training curriculum are described. Problems and challenges of applying human‐centred design and instructional design methods and techniques are discussed along with future research dimensions.

The purpose of this paper is to discuss heuristic evaluation as a method for evaluating e‐learning courses and applications and more specifically to investigate the applicability and empirical use of two customized e‐learning heuristic protocols.

Two representative e‐learning heuristic protocols were chosen for the comparative analysis. These protocols augment the “traditional” heuristic sets so as to cover technology‐enhanced learning properties. Two reviewers that have considerable experience in usability evaluation as well as in e‐learning were involved in this comparative analysis. Coverage, distribution and redundancy were employed as three basic criteria for conducting the evaluation

The main results of the study indicate that both heuristic protocols exhibit wide coverage of potential usability problems. The distribution of usability problems is uneven to a large number of heuristics for both heuristic sets, which reveals that some heuristics are more general than others.

This study shows the empirical application of two heuristic protocols in a usability evaluation of e‐learning applications. Furthermore, it provides a comparison of the two heuristic sets according to a set of criteria and provides a first set of suggestions regarding further development and validation of these heuristic sets.