NO-CODE ARCHITECTURES AND LEARNING ENVIRONMENTS IN EARLY CHILDHOOD AND PRIMARY EDUCATION (II): MOBILE INTERFACE DESIGN AND DIGITAL ERGONOMICS
NO-CODE ARCHITECTURES AND LEARNING ENVIRONMENTS IN EARLY CHILDHOOD AND PRIMARY EDUCATION (II): MOBILE INTERFACE DESIGN AND DIGITAL ERGONOMICS

Summary/Abstract: Continuing the functional taxonomy established in the first stage of this research series, this study investigates the ergonomic, user experience (UX/UI), and cognitive accessibility dimensions of no-code mobile applications (Google AppSheet®) in early childhood and primary education (ECPE). While the first article focused on structural and pedagogical classification, the second addresses the micro-level design challenges of human-computer interaction within hybrid learning environments. The research evaluates how interface ergonomics, visual hierarchy, touch-target sizing, and multimedia integration impact young learners (preschoolers and early graders) and educators. Applying the principles of Universal Design for Learning (UDL) and Cognitive Load Theory, the study proposes an evidence-based set of design guidelines for mobile interfaces that minimizes cognitive friction, ensures digital inclusion, and safeguards the engagement of young users. The findings provide developers, educational designers, and teachers with a practical guide for creating intuitive, child-friendly, and teacher-centric no-code digital environments.

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