Agariadne Dwinggo Samala, Akrimullah Mubai, Ilmiyati Rahmy Jasril, Feri Ferdian, Soha Rawas, Domingos de Sousa Freitas, Cancio Monteiro, Ryan Fikri, Hendra Hidayat, Febryan Al Zaqri
This study addresses the inequitable nature of digital transformation in higher education, particularly within Service-Learning Programs (SLPs) operating in low-connectivity regions. Most existing digital documentation systems assume stable internet access, limiting effective field reporting and coordination. The purpose of this research is to design and evaluate an offline-first collaborative digital logbook application tailored to environments with unstable or limited connectivity. The prototype was developed using the ADDIE instructional design framework and was informed by systematic user needs analysis. The system integrates local data persistence, role-based access control, and automatic synchronization to ensure functionality without continuous internet access. Formative evaluation was conducted through expert validation and user testing involving students, supervisors, and administrators. Usability and user experience were measured using the System Usability Scale (SUS) and the User Experience Questionnaire (UEQ). Evaluation results confirmed technical feasibility through successful black-box validation across predefined functional test scenarios, alongside strong usability outcomes. SUS evaluation yielded a mean score of 76.9 out of 100, indicating “Good” usability, particularly among supervisors and administrators. UEQ results demonstrated positive student perceptions across all evaluated dimensions, with all scores exceeding established positive thresholds, particularly in Perspicuity, Stimulation, and Attractiveness. These findings indicate that offline-first architecture effectively supports collaborative documentation in low-connectivity contexts. The study is limited to prototype-level implementation and formative evaluation within a specific SLP context. Broader deployment across institutions and longitudinal assessment are needed to examine scalability, long-term adoption, and integration with institutional information systems. The findings provide a design model for higher education institutions seeking resilient digital documentation systems in connectivity-constrained environments. Offline-first architecture can improve reporting continuity, coordination, and operational efficiency in field-based programs. Designing for disconnection promotes digital equity by enabling participation regardless of infrastructural limitations. The approach helps reduce inequalities in access to digital academic systems. This study positions offline-first design as a strategic paradigm for equitable digital transformation rather than merely a technical workaround, and offers empirical validation in higher-education SLP contexts. © The Author(s), under exclusive licence to Springer Nature Singapore Pte Ltd. 2026.
Faculty of Engineering, Universitas Negeri Padang, West Sumatra, Padang, Indonesia; Department of Electronics Engineering, Faculty of Engineering, Universitas Negeri Padang, West Sumatra, Padang, Indonesia; Faculty of Tourism and Hospitality, Universitas Negeri Padang, West Sumatra, Padang, Indonesia; Department of Mathematics and Computer Science, Faculty of Science, Beirut Arab University, Beirut, Lebanon; Department of Mechanical Engineering, National University of Timor Lorosa’e, Dili, Timor-Leste; Faculty of Engineering, Science and Technology, National University of Timor Lorosa’e, Dili, Timor-Leste; Department of Electronics, Faculty of Engineering, Universitas Negeri Padang, West Sumatra, Padang, Indonesia
