doi: 10.18178/ijiet.2025.15.2.2247
Listening to the Voice of Customers: Assessing the PetraVerse Learning Management System
I Nyoman Sutapa
,
Siana Halim* ,
Felecia
- Industrial Engineering Department, Faculty of Industrial Technology, Petra Christian University, Surabaya, Indonesia
- Manuscript receivedSeptember 19, 2024
- revisedOctober 23, 2024
- acceptedNovember 14, 2024
- publishedFebruary 17, 2025
Abstract
This study evaluates the PetraVerse Learning Management System (LMS), developed by Petra Christian University, as a gamified solution addressing the challenges in online and hybrid learning. PetraVerse integrates immersive digital modules with game-like elements, such as skill cards, interactive factions, and rewards, creating a highly engaging educational experience for students. By leveraging gamification, the platform transforms learning into an interactive process that motivates students, enhances soft skill development, and fosters collaboration. Using a Fuzzy Quality Function Deployment (FQFD) approach, the study collected and analyzed feedback from students and professionals to identify key technical and user-centered requirements, including user interface design, internet speed, and gamification features. Findings indicate that PetraVerse surpasses traditional platforms in user satisfaction and technological performance, positioning it as a dynamic alternative to conventional learning systems. Although challenges such as internet access remain, the study demonstrates PetraVerse’s potential to redefine online education through gamification, offering a more immersive and motivational learning environment.
Keywords
- gamification
- Learning Management System (LMS)
- Fuzzy Quality Function Deployment (FQFD)
- hybrid learning
How to Cite
I Nyoman Sutapa, Siana Halim, and Felecia, "Listening to the Voice of Customers: Assessing the PetraVerse Learning Management System," International Journal of Information and Education Technology, vol. 15, no. 2, pp. 348-358, 2025. https://doi.org/10.18178/ijiet.2025.15.2.2247
Copyright & License
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).