Designing and validating a gender-responsive learning management system to support equitable digital interaction

Abstract

This study aimed to design and validate a gender-responsive Learning Management System that promotes equitable digital interaction in upper secondary education. Although gender disparities in access and participation have narrowed, conventional LMS discussions may maintain unequal participation patterns at a structural level. Using a Research and Development approach based on the ADDIE model, this study involved 500 Grade XI students and 8 sociology teachers from four public schools. The system was designed by incorporating structured discussion sequencing, role rotation, guided response prompts, participation visibility dashboards, and learning analytics monitoring. Content validity was evaluated using the Content Validity Index, while system effectiveness was measured through pre-post analysis of digital interaction indicators, including degree centrality, response reciprocity, contribution concentration among the top 25% of students, and the Digital Participation Equity Index. The results showed high validity across all components (CVI = 0.90–0.95). Following eight weeks of implementation, participation distribution and interaction balance increased significantly (p < .001), with degree centrality improving from 0.032 to 0.046 and the equity index increasing from 0.71 to 0.89. User perceptions indicated strong acceptance of the system’s fairness and usability. These results show that gender-responsive LMS design can support more equitable and balanced digital participation in practice.