Analisis Mental Model Generasi Z Terhadap User Experience Pada Aplikasi Edtech: Kajian Literatur
Abstract
The development of educational technology (edtech) has increased the use of digital learning applications, especially by Generation Z who grew up as digital natives with high expectations for responsive and intuitive interfaces. Many edtech applications have not been able to provide a user experience (UX) that aligns with mental models, users’ cognitive representations of how systems work, potentially triggering technology rejection. This study aims to analyze the mental model characteristics of Generation Z toward digital learning applications, identify the UX factors that most influence their acceptance, and explain the relationship between interface design and Generation Z preferences. A systematic literature review (SLR) method following PRISMA guidelines was used, analyzing 11 sources from Google Scholar, IEEE Xplore, and Semantic Scholar published between 2015–2024. Results show that Generation Z’s mental models are shaped by social media interaction habits, leading them to reject applications with complex navigation and slow responses, while accepting minimalist design, instant feedback, and personalization. Unlike previous UX reviews that focus on general usability, this study specifically synthesizes the intersection of generational cognitive characteristics and edtech interface design, offering a novel analytical framework that links mental model theory with Generation Z’s behavioral tendencies. The practical contribution of this study lies in providing evidence-based design guidelines for edtech developers to align interface architecture with the cognitive expectations of Generation Z users, ultimately supporting higher adoption rates and reduced technology rejection in digital learning environments.
Keywords:
Human-Computer Interaction, User Experience, Usability, mental model, Generation Z, EdTechReferences
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Copyright (c) 2026 Fauzan Raditiya, Tyas Syafa Pratiwi, Larasati, Muhammad Aditya Rahman
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