Integrating Functional Architecture and Usability in EMIS Design: A Prototype-Based Study

Abstract

Aim/Purpose: To identify the macro-processes, processes, and institutional roles required for a comprehensive functional architecture that supports the design of an Educational Management Information System (EMIS) prototype, and to analyze educational stakeholders’ initial perceptions of its usability. Background: EMIS systems aim to integrate school processes and support institutional decision-making. However, some solutions are characterized by fragmented information flows and lack early usability validation. Furthermore, few studies integrate functionality and usability into a single EMIS design process. This study addresses this shortcoming by combining a functional architecture based on institutional processes with early usability validation through a prototype. Methodology: The study adopted an applied usability evaluation design with a descriptive scope, supported by quantitative analysis and based on a non-experimental cross-sectional design, conducted in three phases: (a) a literature review of national, regional, and international guidelines on school management; (b) representation of institutional processes in a high-fidelity prototype designed in Figma; and (c) early usability evaluation, using Nielsen’s heuristics, with nine teachers (n = 9), whose results should be interpreted as preliminary evidence. Contribution: The study offers an integrated approach to EMIS design by combining a functional architecture for school management with early usability evaluation in a high-fidelity prototype. This integration provides a framework that can be applied to other educational contexts to guide future user-centered EMIS developments. Findings: The functional architecture was organized into a layered model that articulated eight macro-processes, 37 key processes, and seven educational roles, operationalized in a high-fidelity prototype consisting of 81 screens. Early usability evaluation, using Nielsen’s 10 principles, showed significantly higher scores than the minimum acceptability threshold (Wilcoxon, p < .05), particularly in information organization, contextualized language, and simple visual structure. However, areas for improvement were identified in design consistency, feedback, and support resources. From this perspective, the functional architecture provides coherence to the prototype’s design, while usability enables adjustments to make it understandable, navigable, and relevant to educational stakeholders. Recommendations for Practitioners: The findings provide guidance to education stakeholders (ministries, institutional authorities) and educational technology companies (software engineers and UI/UX designers) on the processes required for comprehensive management within an EMIS. In addition, it is recommended to incorporate early usability validation through prototyping to adjust the user interface to the actual needs of education stakeholders prior to technical implementation. Recommendation for Researchers: Researchers should continue to examine how to integrate additional school management processes into EMIS design to advance toward more comprehensive EMIS solutions. Additionally, interface improvements should be explored to achieve satisfactory usability, user experience, and EMIS acceptance, as users’ perceptions and needs may vary with context and level of digital experience. Impact on Society: This study could contribute to the development of a more comprehensive, user-centered, and sustainable approach to digital school management. Furthermore, this integration can enhance the availability for informed decision-making and lead to more efficient educational administration. Future Research: Future studies should validate the proposed EMIS design using larger samples, a diverse range of educational stakeholders, and different institutional contexts. They should also move toward implementation and incorporate evidence-based decision-making capabilities supported by artificial intelligence.