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This study develops empirically grounded chatbot design principles using a design science research approach, informed by a design thinking workshop with 12 LMS users and refined via expert evaluation. 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10  \nOrigina~~l Research ~~  \nEnhancing the user experience of learning management systems in higher education: Chatbot design principles  \nAuthors:  \nMaria M. Swanepoel1  Machdel Matthee2   \nMarie J. Hattingh2   \nAffiliations:  \n1End-user Computing Unit, Faculty of Information and Communication Technology, Tshwane University of Technology, Pretoria, South Africa  \n2Department of Informatics, Faculty of Engineering, Built Environment and Information Technology, University of Pretoria, Pretoria,  \nSouth Africa  \nCorresponding author:  \nMaria Swanepoel,  \n[swanepoelmm@tut.ac.za](swanepoelmm@tut.ac.za)  \nDates:  \nReceived: 12 June 2025  \nAccepted: 12 Nov. 2025  \nPublished: 05 Feb. 2026  \nHow to cite this article:  \nSwanepoel, M. M., Matthee, M. & Hattingh, M.J., 2026,‘Enhancing the user experience of learning management systems in higher education: Chatbot design principles’, Transformation in Higher Education 11(0), a624 . [https://doi.org/10.4102/the](https://doi.org/10.4102/the). v11i0.624  \nCopyright:  \n© 2026. The Authors. Licensee: AOSIS. This work is licensed under the Creative Commons Attribution 4.0 International (CC BY 4 .0) license ([https://creativecommons](https://creativecommons). org/licenses/by/4 .0/) .  \nRead online:  \nScan this QR code with your smart phone or mobile device to read online.  \nThe integration of chatbots into learning management systems (LMSs) has the potential to significantly enhance the user experience (UX) in the context of higher education. However, the lack of evidence-based guidelines for the design of such chatbots has diminished this potential. This study proposes a set of guiding principles to improve the design of LMS chatbots. A design science research approach was adopted to formulate the chatbot design principles, drawing on insights from 12 LMS users (students, instructors and administrators) at diverse higher education institutions, gathered during a design thinking workshop and refined through expert evaluation. This study offers a framework for developing LMS chatbots that prioritise UX, ensuring that LMS platforms remain an asset in Higher Education Institutions (HEIs) . The principles address various aspects, including technical mechanisms, language usage, user experience and feedback mechanisms. Practically, it offers actionable principles to enhance responsiveness, accessibility, personalisation and trust. Future research should focus on the empirical evaluation of these principles in real-world implementationsand their applicability to Artificial Intelligence (AI)-enabled chatbots to validate their effectiveness and broader impact on UX for users.  \nContribution: This study proposes a structured, empirically grounded set of design principles for LMS-integrated chatbots. It addresses user dissatisfaction and underutilisation in LMS platforms by offering evidence-based guidance to enhance UX. It builds on and provides a framework for improving chatbot-user interactions. Practically, it offers actionable principles to enhance responsiveness, accessibility, personalisation and trust. This study thus supports digital transformation in higher education by promoting more engaging, inclusive and student-centred technology-enhanced learning environments.  \nKeywords: chatbots; design principles; design thinking workshop; higher education institutions; learning management systems; user experience.  \nIntroduction  \nHigher Education Institutions (HEIs) worldwide rely on learning management systems (LMSs) to deliver course content, assess student learning and maintain effective communication. This transforms the educational landscape by providing a platform for managing academic content and facilitating interaction between students and educators (Turnbull, Chugh & Luck 2023) . Despite their widespread adoption, LMS platforms are underutilised (Simon et al. 2024) and rarely provide an optimal ","cbCaivJeQQZtNZdJ","https://ap.wps.com/l/cbCaivJeQQZtNZdJ","pdf",598078,"English","# Introduction\n## Problem of underutilisation and weak UX in LMS\n## Rationale for integrating chatbots into LMS\n# Design science research approach\n## Data from a design thinking workshop\n## Expert evaluation and refinement\n# Design principles framework\n## UX-focused technical and interaction principles","[{\"question\":\"Why are chatbots considered for learning management systems in higher education?\",\"answer\":\"They can improve user experience by enabling students to interact with support resources within a familiar LMS environment, leveraging existing course materials and user data.\"},{\"question\":\"What method was used to create the chatbot design principles?\",\"answer\":\"A design science research approach was used, combining insights from a design thinking workshop with 12 LMS users and refinement through evaluation by four LMS experts.\"},{\"question\":\"What areas do the proposed design principles address?\",\"answer\":\"They cover technical mechanisms, language usage, user experience, and feedback mechanisms, with practical emphasis on responsiveness, accessibility, personalisation, and trust.\"}]","Enhancing the user experience of learning management systems in higher education: Chatbot design principles - Original Research | PDF",1792043000,25]