1Senior Project Manager (Content Creation), Indian Institute of Technology Kharagpur, West Bengal - 721302, (E): raka@ndl.gov.in
2Director (Library Operations), HDFC Library Ashoka University, Sonipat, Haryana - 131029, (E): shantanu.ganguly@ashoka.edu.in
3Library Professional, HDFC Library Ashoka University, Sonipat, Haryana - 131029, (E): pritikadutta2001@gmail.com
This article discusses a human-centric e-learning framework that applies design thinking to understand learner’s needs and uses a Multimodal Student Cognitive Behavioural Analysis (MSCBA) model to identify disengagement at an early stage.
The study addresses a key limitation of conventional e-learning systems, which commonly depend on marks, completion rates, and login records, while ignoring subtle signals such as attention shift, participation decline, repeated content revisits, confusion, boredom, and cognitive overload. The proposed framework connects empathic learner understanding, platform analytics, behavioural observation, academic performance, and personalized interventions.
The conceptual findings indicate that design thinking can make e-learning development more responsive to learners, the MSCBA can support earlier identification of at-risk students than score-based monitoring alone, and adaptive interventions such as mentor outreach, study reminders, motivational prompts, and customized learning plans can improve engagement when applied ethically and transparently. It can be concluded that e-learning becomes more effective when technology is designed around learner experience rather than around platform features alone.
Design thinking, e-learning, Human-centric learning, Personalized learning, MSCBA, Learning analytics, Multimodal behavioural analysis
