The Requirements for Engaging Learning Management Systems Mediated Tutorials in Mathematics Education: A Literature Survey

Stephen Kigundu ORCID iD 

Issue: Vol.6  No. 8 2025 Article 2 pp.525 – 546
DOI : https://doi.org/10.38159/jelt.2025682 | Published online 20th August, 2025.
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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This study examined the essential requirements for designing engaging Learning Management System (LMS)-mediated e-tutorials in undergraduate mathematics education. A qualitative literature survey method was employed to analyse and synthesise existing studies on adaptive learning, gamification, instructor facilitation, and interactivity in mathematics e-learnin1g environments. The findings revealed that effective e-tutorials require a cohesive integration of personalised learning paths, interactive feedback mechanisms, and teaching presence. Furthermore, the study highlighted the importance of aligning tutorial design with clear learning objectives, providing equitable access to digital resources, and offering structured support for lecturers. Based on these insights, recommendations were proposed for lecturers, institutions, and researchers, including a structured implementation checklist and an evaluation framework grounded in verification and validation principles. This study contributed to the scholarship by bridging fragmented literature and presenting a unified framework for enhancing student engagement, motivation, and learning outcomes through LMS-mediated tutorials in mathematics education..

Keywords: e-Learning, Higher Education, Learning Management System (LMS), e-Tutorials, Mathematics Education, Engagement.

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Dr. Stephen Kigundu is currently a Post Doctoral Research Fellow in the Department of Mathematics Education, Walter Sisulu University, South Africa.

Stephen Kigundu. “The Requirements for Engaging Learning Management Systems Mediated Tutorials in Mathematics Education: A Literature Survey.” Journal of Education and Learning Technology  6, no. 8 (2025): 525 – 546. https://doi.org/10.38159/jelt.2025682.

© 2025 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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