{"id":597,"date":"2026-01-21T17:49:43","date_gmt":"2026-01-21T17:49:43","guid":{"rendered":"https:\/\/blogs.calbaptist.edu\/cbutlc\/?p=597"},"modified":"2026-01-21T20:10:27","modified_gmt":"2026-01-21T20:10:27","slug":"how-color-in-an-lms-may-impact-academic-performance","status":"publish","type":"post","link":"https:\/\/blogs.calbaptist.edu\/cbutlc\/2026\/01\/21\/how-color-in-an-lms-may-impact-academic-performance\/","title":{"rendered":"How color in an LMS may impact academic performance"},"content":{"rendered":"\n

By Ken Nehrbass<\/strong><\/p>\n\n\n\n

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Poor visual design in an LMS can cause users to feel lost, thus impeding learning (Eveland & Dunwoody, 2001). The use and misuse of color is a significant aspect of visual design in an LMS. While psychologists have studied the emotional impact of colors, and the effect that color has on recall and transfer, little research has been done on the influence of visual design (especially color) on students\u2019 experience with an LMS. The small body of literature on the impact of visual design in education does suggest that color can improve student outcomes; however, these outcomes are confounded by other factors such as students\u2019 level of familiarity with the LMS, their motivation for learning, and any loss of vision. The way color is used is also a mediating variable. When color organizes content or signals relevant information, it reduces cognitive load, thus increasing recall. But the use of saturated colors throughout the LMS actually increases cognitive load. Research is mixed on whether cold or warm color schemes are associated with a positive or negative affect.<\/p>\n\n\n\n

Information Load<\/h2>\n\n\n\n

Color can facilitate \u201ccuing\u201d, namely, drawing readers\u2019 attention to important information. Psychologists measure \u201ccuing\u201d by having students read a computer screen while instruments track the participants\u2019 eyes and measure the quickness of responses. (Faster responses indicate lower information complexity, or reduced cognitive load). Stoesz et al. (2020) found that information load was reduced for students (n=29) when there was symmetry on the page, and higher contrast of colors. Boucheix and Lowe (2010) compared outcomes when cuing key information with arrows, a \u201ccolor spread\u201d and no cuing at all. Participants (n=57) had higher comprehension in the color-cued group. Additionally \u00d6z\u00e7elik et al. (2010) found that students (n=40) had greater retrieval when colors \u201csignaled\u201d important information.  <\/p>\n\n\n\n

Retrieval<\/h2>\n\n\n\n

Colors help with retention and retrieval. Gegenfurtner & Rieger\u2019s (2000) study (n=20) on recall of photos of natural scenes found that realistic color photos lead \u201cto an image coding advantage at the very early stages of sensory processing\u201d (p. 805). This enhanced retrieval may be due to the fact that memory is sensory AND semantic (Dzulkifli and Mustafar, 2013) and colors provide additional sensory input, which is often coded semantically.<\/p>\n\n\n\n

The impact of color on emotions<\/h2>\n\n\n\n

One way we code colors semantically is we attach emotions to various colors. Positive emotional experiences may lead to better learning outcomes; and color contributes to those emotional experiences. For example, Wang et al. (2022) divided students (n=100) into groups with no emotional design, and \u201ccolorful emotional designs.\u201d Students in the colorful emotional group scored higher on retention and transfer test scores.<\/p>\n\n\n\n

Cyr et al. (2010) found that color acts as a statistically significant moderator for feelings of trust, satisfaction and loyalty. Across cultures, blue was linked to trust, whereas participants found grey and yellow color schemes least satisfactory. Another study on affect and recall of 79 students who viewed lectures with primarily yellow or blue color schemes corroborated this finding (Kumi et al., 2013).[1]<\/a>  In contrast, one study at an Asian university found that \u201cthe warm color tone can enhance male learners\u2019 but stifle female learners\u2019 transfer\u201d (Liew, et al., 2022, p. 1).<\/p>\n\n\n\n

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University Branding in the LMS<\/h2>\n\n\n\n

Some education leaders have argued that the use of university logos and color schemes in the LMS do project the university values and create a sense of identity (Mirza, 2025). One website claims without evidence that such branding even increases engagement in the LMS (Wright, 2025).<\/p>\n\n\n\n

Moderating factors<\/h2>\n\n\n\n

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In a recent survey, students rated color as \u201cmoderately important\u201d and didn\u2019t particularly believe it aided in their learning experience (Stoesz and Niknam, 2023). Students especially noted the importance of colorful graphs, tables, and photographs. However, they were more concerned about the navigability of the LMS than the color scheme.<\/strong> Additionally, students with low vision and color blindness do not derive the same benefits from the use of color, and screen readers do not interpret color schemes (Mancilla & Frey, 2021).<\/p>\n\n\n\n

Implications for color in the LMS<\/h2>\n\n\n\n