Usability, effectiveness, and satisfaction of students in using College of Education Automated Review (CEDAR)

In today’s digital era, the success of educational technologies depends on their usability, effectiveness in supporting learning, and the satisfaction they provide to students. This study assessed the usability, effectiveness, and student satisfaction with the College of Education Automated Review (CEDAR) platform. A total of 139 education students from the second to fourth years were selected using stratified sampling. The study was conducted in one higher education institution in Misamis Occidental. Three validated surveys were utilized: the System Usability Scale (SUS), Mayer’s Cognitive Theory of Multimedia Learning, and the Student Satisfaction Survey. Data were analyzed using Mean, Standard Deviation, Pearson Product-Moment Correlation Coefficient, and Simple Linear Regression. Results revealed a very high level of usability of CEDAR, and students perceived it to be very effective. Their level of satisfaction was also very high in terms of platform quality, learning experience, academic support, convenience, engagement, and motivation. Effectiveness was strongly observed in knowledge retention, comprehension, and exam preparedness. Significant correlations were found between usability and satisfaction, as well as effectiveness and satisfaction, with exam preparedness emerging as the strongest predictor of overall satisfaction. The study concludes that the CEDAR platform is a highly usable, effective, and satisfying tool that significantly supports students’ learning needs. These findings highlight the importance of sustaining CEDAR’s strengths while enhancing exam-related features, accessibility, and user-driven updates to further improve students’ learning experiences.