Jurnal Bisnis Terapan.
Volume 09 Nomor 02 (Desember, 2.
134 - 152 DOI: https://doi.
org/10.
24123/jbt.
A PRACTICAL APPROACH TO VISUAL DESIGN
AND CONTENT MODIFICATION FOR A
STUDENT EXCHANGE GUIDEBOOK
Erik Tanata.
Yerly A.
Datu* Politeknik Ubaya.
Surabaya.
Indonesia Email: yerly@staff.
*Corresponding Author Submitted October 16, 2025.
Revised November 18, 2025.
Accepted November 19, 2025.
Published December 22, 2025 Abstract This study examines the challenges faced by the Office of University X in promoting student exchange programs due to its ineffective guidebook.
Using a descriptive method, data were collected through an online questionnaire (N=20 student.
, informal interviews with staff and students, document analysis, and library research.
The small sample size resulted from a short data collection period .
wo to three week.
and the heavy academic workload of senior students.
Findings revealed weaknesses in the previous guidebook, including a plain monochrome design, lack of visuals, text-heavy content, and limited distribution.
Consequently, only 40% of respondents were aware of the program, although 85% expressed interest.
Guided by Cognitive Load Theory and MayerAos Multimedia Learning Principles, the redesign applied evidence-based improvements:
mobile-first responsive layout, .
high-contrast color and clear typography, .
infographics and icons to aid comprehension, .
concise, chunked content with bullet points, and .
interactive elements such as clickable links and QR codes.
Post-assessment results indicated strong positive responses: 80% of students found the new guidebook more engaging, 70% appreciated its visual appeal, and 100% agreed that infographics clarified complex information.
Moreover, 80% reported increased motivation to join exchange programs after viewing the redesigned version.
The study proposes three strategies for continued effectiveness: .
active online distribution via portals and social media, .
biannual updates with new data and testimonials, and .
development of interactive tools such as chatbots or virtual info sessions.
Strategic design improvements can thus enhance educational resources and reduce administrative burdens.
Copyright A2025 by Authors.
Published by Jurnal Bisnis Terapan.
This work is licensed under a Creative Commons.
Attribution-ShareAlike 4.
0 International License.
Keywords: Guidebook Visual Design.
Content.
Student Exchange Programs.
Engaging.
Descriptive Introduction In todayAos global academic landscape, international cooperation has become a key strategic priority for higher education institutions.
Research by Marinoni, vanAot, and Jensen .
reveals that 89% of universities now prioritize international partnerships.
Among these efforts, student exchange programs have emerged as vital strategies for promoting cross-cultural learning and global competence.
However, the success of such programs depends greatly on how effectively students can access and understand relevant At University X, the Office of International Affairs plays a central role in managing student exchange programs.
One crucial element in supporting these activities is the student exchange guidebook, which serves as a primary information source about partner universities and program procedures.
Unfortunately, the existing guidebook was found to be plain, unattractive, and poorly distributed, limiting student engagement.
According to Zhang and Hyland .
, 72% of students prefer centralized and visually appealing When information design is weak, potential participants struggle to navigate program details, reducing the overall appeal of exchange opportunities.
During the internship at University X, several issues were identified.
Students reported that the current guidebook lacked visual appeal and was difficult to access.
Questionnaire results showed that only 8 out of 20 students had ever read the guidebook, confirming limited awareness and poor dissemination.
As Huber .
emphasized, restricted information access hinders decision-making, which parallels the situation at University X.
Nevertheless, most respondents expressed high interest in joining exchange programs, motivated by goals such as improving language skills, developing global networks, gaining academic experience abroad, exploring new cultures, and enhancing career opportunities.
Have University X students ever heard about Student Exchange Guidebook? 8, 40% Ever heard
Never heard
12, 60%
Chart 1.
Have University X Students ever heard about Student Exchange Guidebook? As summarized in Chart 1, only 40% of students had heard of the guidebook, while 60% were unaware of its existence.
University X students' interest in participating in the Student Exchange Program abroad very uninterested very interested Chart 2.
University X students' interest in participating in the Student Exchange Program The data presented in Chart 2, specifically concerning student interest in participating in the Student Exchange Program, was collected using the first structured online questionnaire.
This quantitative approach employed closed questions (Likert scal.
Additionally, it indicates that nearly half of the students showed moderate to high interest in participating in exchange programs.
Reasons why University X students were interested in participating in the Student Exchange program abroad Increase career opportunities Explorenew cultures Gain academic experience abroad Develop international networks Improve their foreign language skills Add public speaking skills Chart 3.
Reasons why University X students were interested in participating in the Student Exchange program abroad Chart 3 highlights their main motivationsAicareer development, language improvement, and cultural exploration.
These findings underscore a clear gap between student interest and the accessibility of program information.
The current guidebookAos design and distribution practices have proven ineffective.
It was shared only upon request, preventing wide dissemination and lowering awareness.
Consequently, many students remained uninformed about available opportunities.
This lack of proactive communication undermines the universityAos goal of fostering To address these challenges, the guidebook must be redesigned to be more engaging, accessible, and visually appealing.
Fryer.
Shum.
, & Nakao.
demonstrated that students with easy guidebook access show 30% higher motivation to enroll in academic programs.
Thus, a redesign emphasizing clarity, visual hierarchy, and accessibility could substantially improve participation.
Recent studies provide valuable insights for developing effective educational Zhang .
found that 78% of students preferred guidebooks with infographics over text-heavy formats, while Lee .
showed that mobile-optimized layouts reduced bounce rates by 40%.
The OECD (Pari.
and European StudentsAo Union .
guidelines recommend dark mode compatibility, color contrast ratios of at least 4.
5:1, dyslexia-friendly fonts, and alternative text for images (Clarkson & Coleman, 2022.
Smith, 2.
These practices align with inclusive design principles (Holmes, 2.
and ensure accessibility for diverse users.
Furthermore, research supports the importance of digital-first and culturally responsive visual communication.
Case studies from the University of Amsterdam .
revealed that integrating micro-animations and concise AuscrollytellingAy formats increased engagement by 45%.
Eye-tracking studies (Wedel & Pieters, 2.
also confirmed that readers focus eight times longer on visually segmented content.
These results support Cognitive Load Theory (Sweller, 2.
, which advocates chunking information for better Similarly.
MayerAos .
Cognitive Theory of Multimedia Learning demonstrated that bullet points and icons improved information retention by 30%.
Effective guidebooks balance comprehensive content with readability.
The Erasmus .
handbook identified three essential content elements: procedural clarity, social proof through student testimonials, and personalization of program Gartner .
found that AI-driven personalization increased engagement by 55%.
Consistent institutional branding also builds trust and recognition (Erasmus , 2.
Additionally.
Self-Determination Theory (Ryan & Deci, 2.
emphasizes that materials fostering autonomy and competenceAisuch as customizable filters and self- assessment toolsAiboost motivation.
Surveys by the National Survey of Student Engagement .
revealed that 72% of students abandon guides lacking clear next steps, highlighting the importance of actionable language such as AuStart Your ApplicationAy.
Modern guidebooks should integrate adaptive, inclusive, and sustainable design Studies on microlearning (Hug, 2.
and chatbot-mediated support (Winkler & Syllner, 2.
suggest that interactive, bite-sized content and real-time assistance enhance user experience.
Inclusivity must also be prioritized: Holmes .
and Wu .
emphasize accessible layouts and strategic visual hierarchies to avoid information overload.
Furthermore, recent educational frameworks advocate for cultural sensitivity (Stein, 2022.
ISA, 2.
, trauma-informed design (Imad, 2.
, and climate-conscious mobility (Erasmus , 2.
These innovations ensure that modern guidebooks align with ethical, social, and environmental priorities.
Beyond aesthetics, content quality must also address personalization, equity, and global relevance.
Mittelmeier et al.
proposed pre-departure surveys to assess student needs efficiently, while Alharahsheh and Pius .
highlighted culturally adapted FAQs as essential for inclusivity.
Embedding student testimonials, as recommended by de Wit and Altbach .
, further enhances authenticity and trust.
UNESCO .
and NAFSA .
also stress the inclusion of student voices and anti-racist perspectives to promote fairness and diversity in academic communication.
In summary, the findings show that a successful student exchange guidebook should combine aesthetic appeal, accessibility, and interactive content grounded in inclusive and user-centered design.
By implementing digital-first, culturally responsive, and sustainability-oriented principles.
University X can create a more effective guidebook that engages students and supports institutional internationalization goals.
In response to the case above, this study aims to identify weaknesses in the existing student exchange guidebook and propose design and content improvements that make it more engaging, accessible, and aligned with the needs of modern learners.
Research Method This study employed a descriptive research design to observe, analyze, and describe the challenges faced by the Office of University X in promoting its student exchange programs.
The descriptive method was chosen because it enables accurate depiction of phenomena without manipulating variables (Creswell, 2014.
Babbie, 2.
Guided by Kothari .
and Salkind .
, the study combined qualitative and quantitative approaches, interpreting data through descriptive statistics and thematic Data were collected through five complementary methodsAidocument analysis, surveys, online questionnaires, informal interviews, and library researchAiensuring triangulation and validity (Creswell, 2.
Document analysis involved reviewing the existing student exchange guidebook to identify weaknesses in design, accessibility, and Bowen .
noted that document analysis reveals institutional practices, while Prior .
emphasized contextual interpretation.
Staff surveys provided structured feedback on both the old and redesigned Following Fowler .
and Christian.
Dillman, & Smyth .
, the writers applied the Tailored Design Method to enhance response quality.
Questions assessed satisfaction, usability, and visual appeal.
Online questionnaires were distributed to University X students via Google Forms for efficiency and scalability (Ritter & Sue, 2.
Two questionnaires were administered, both using primarily closed-ended questions.
: the first examined studentsAo awareness, interests, and perceived barriers.
the second compared the old and new guidebooks using a 5-point Likert scale for clarity, visual appeal, and engagement (Krosnick & Berent, 1.
Demographic data were collected to ensure validity and representativeness (Fowler, 2.
Informal interviews with staff and students provided qualitative insights during the writersAo internship.
As Kvale and Brinkmann .
and Rubin and Rubin .
emphasize, informal interviews encourage authentic reflection and reveal underlying Qualitative insights were gathered through informal interviews with staff and students during the writersAo internship.
Unlike the structured questionnaires, these openended discussions encouraged authentic reflection and revealed underlying perspectives, thereby complementing the quantitative data gathered through the two questionnaires.
Library research established the theoretical foundation for the redesign.
The writers reviewed books, journals, and digital sources on design, information accessibility, and international education (Kumar, 2019.
Creswell, 2.
This informed the integration of Cognitive Load Theory and MayerAos Multimedia Learning Principles into the guidebookAos Respondents included University X students .
inimum semester .
and Office staff.
Students were chosen as primary users of the guidebook, while staff contributed administrative perspectives.
Data were collected over two to three weeks, yielding 20 student responses.
Limited participation reflected scheduling constraints and barriers such as finances, parental approval, and language skills.
Conducted at the Office of University X from December 2024 to June 2025, the study followed eight stages: problem identification, data collection, analysis, theory review, redesign, testing, feedback, and reporting.
These stages integrated the data collection methods as follows: The first online questionnaire, informal interviews, and document analysis were utilized during the Aodata collectionAo and AoanalysisAo stages to identify The second online questionnaire was then implemented during the AotestingAo and AofeedbackAo stages to assess the redesigned guidebook.
This methodological framework enabled a comprehensive evaluation of the guidebookAos weaknesses and redesign impact.
The integration of multiple data sources ensured triangulation, improving validity and reliability.
By combining systematic observation with stakeholder input, the writers identified effective strategies to enhance engagement and information accessibility in University XAos student exchange guidebook.
Result and Discussion The two problems with the Student Exchange Guidebook owned by the Office of University X were as follows: .
What were the weaknesses of the previous guidebook? .
How could this guidebook be made more engaging? For the two questions above, the writers distributed two questionnaires to University X students from semester two to eight.
Due to time constraints, the questionnaires distributed by the writers within a period of two to three weeks.
Within two to three weeks, only 20 University X students returned the questionnaires to the writers because most of them had entered their senior semesters and were busy with academic activities and student activities.
In addition, they were not yet interested in the Student Exchange program abroad due to limited funds, parental permission, and foreign language skills.
Guidebooks in student exchange programs served as essential tools to help participants understand the culture, academic rules, and daily life in the host country (Kosman.
Winchester- Seeto.
, & Shields.
, 2.
Without clear guidance, students may experience culture shock or struggle to adapt, which can diminish the benefits of the exchange program.
In the pie Chart 1 above, it was concluded that only 40% of students who responded to the author's questionnaire had seen and read the Student Exchange Guidebook.
While 60% of students had never seen or read the Student Exchange Guidebook which could cause several things such as lack of preparation that must be prepared.
Chart 4.
Reasons for obstacles to obtaining information on the Guidebook Based on the pie chart above, 12 out of 20 students who responded were not aware of the previous student exchange program guidebook, but 17 students were very interested in participating in the student exchange program.
The previous guidebook also suffered from several critical weaknesses that reduced its effectiveness in promoting student exchange programs.
Visually, the guidebook used a plain, monochrome design with minimal infographics, making it appear outdated and unappealing to students.
According to (Lester, 2.
visual communication theory, effective design requires contrast, alignment, and visual hierarchyAielements that were largely missing.
Picture 1.
Cover of the previous guidebook The picture above was the cover of the student exchange guidebook owned by the office of University X.
Several students who responded to the author's questionnaire said that there was no sentence that indicated that the book was a student exchange guidebook.
In addition, students also said that the font of the letters in the pink circle was less legible because it was not clearly visible.
Picture 2.
Cover of the new guidebook After knowing the results of the questionnaire, the writers decided to redesign the latest student exchange guidebook with the photo above being the cover of the latest The writers added words stating that the cover is the cover of the student exchange guidebook.
The author also chose a font that is clearly visible and understandable by students.
Picture 3.
Several content of the previous guidebook From a purely visual design perspective, the picture above exhibited a conventional, text-heavy layout that prioritizes information delivery over user engagement.
The Cognitive Load Theory (Sweller, 2.
reveals that the dense, unbroken text and lack of visual hierarchy .
olor or typographic contras.
strain users' working memory.
Picture 4.
Several content of new guidebook After the writers read and analyzed the questionnaire about the assessment of the old student exchange guidebook and read theories from existing books or journals, the writers decided to redesign the visuals and content of the old guidebook to the latest one.
Compared to the old guidebook which had too much writing, the writers added several supporting icons in the guidebook.
(Zhang L.
, 2.
found that 78% of students preferred guidebooks with infographics over text- heavy formats, while (Lee, 2.
demonstrated that mobile-optimized layouts reduced bounce rates by 40%.
Therefore, the writers decided to reduce the use of excessive sentences and add some infographics so that students could illustrate or imagine what they are reading.
In addition, the purpose of adding some infographics, such as image icons, was to make the guidebook's appearance more attractive.
Recent research emphasized the role of dynamic, accessible, and culturally responsive visuals in student exchange guidebooks.
Algorithmic iconography (Manovich, 2.
explored how AI-generated imagery can personalize guidebooks for different audiences.
Strategic visual design significantly enhanced the appeal of student exchange Research demonstrated that high-contrast color palettes improved readability by up to 40% (Zhang & Hyland, designing effective international program guides: A usercentered approach, 2.
, while consistent institutional branding-built trust and recognition (Erasmus , 2.
Table 1.
Conclusion of the weakness of the previous guidebook Problem Solution Unattractive cover design with Redesigning cover with clear unclear title branding and engaging visuals Plain, monochrome design with minimal visual elements Implementing high-contrast scheme and add infographics In conclusion, the previous guidebook had an unattractive cover design with an unclear title, which was addressed through a complete redesign featuring clear branding and engaging visuals.
These modifications significantly enhanced the guidebook's visual appeal and effectiveness in communicating essential information to students.
The redesigned version proved more successful in capturing student interest and improving overall engagement with the exchange program materials.
To enhance engagement, the new guidebook should incorporate evidence-based design and content strategies.
implementing these strategies, the new guidebook can become more engaging, user-friendly, and effective in increasing student participation in exchange programs while reducing the administrative burden on staff.
Modern guidebooks required adaptive, inclusive, and digitally integrated content.
Effective guidebooks balanced comprehensiveness and scan (Mayer.
Multimedia learning .
rd ed.
), 2.
Cognitive Theory of Multimedia Learning showed that "chunked" content .
ullet points icon.
improved retention by 30% compared to paragraphs.
Picture 5.
First page of new guidebook The inclusion of various types of student exchange programs on the first page of a guidebook was crucial for immediate clarity and engagement, as emphasized (Knight.
Internationalization of higher education: new directions, new challenges, 2.
, presenting program options upfront helped students quickly identify opportunities that align with their academic and personal goals, thereby increasing their motivation to participate.
This approach aligns with (Kolb, 1.
experiential learning theory, which suggested that understanding diverse learning environments beforehand enhances students' ability to select experiences that maximize their growth.
By prioritizing this information, guidebooks fulfilled a practical and psychological need, ensuring students feel empowered and wellinformed from the outset (Deardorff, 2.
In Picture 5 above was the first page of the latest student exchange guidebook created by the writers.
The writers explained several types of student exchanges that exist, explanations of each type, departments and university partners, along with the terms and conditions for taking the program.
Picture 6.
first content of the old guidebook Picture 7.
First content of the new guidebook Effective guidebooks balanced comprehensiveness and scan ability.
(Mayer.
Multimedia learning .
rd ed.
), 2.
Cognitive Theory of Multimedia Learning showed that "chunked" content .
ullet points icon.
improved retention by 30% compared to In Picture 6, it can be seen that some pages of the guidebook do not have bullet Therefore, in the new student exchange guidebook as in Picture 7, the writers added several things to improve recall such as appropriate bullet points and icons.
Picture 8.
second content of the old guidebook Picture 9.
second content of the new guidebook Academic and marketing theories affirmed that university photographs in exchange guidebooks critically influence studentsAo perceptions and choices.
The StimulusOrganism- Response (SOR) Model (Mehrabian, 1.
suggested that visuals, such as campus imagery, trigger affective and mental responses that guide actions, indicating compelling photos of student life can enhance appeal and applications (Mehrabian & Russell, 1.
By placing these images early, guidebooks harness these effects to forge instant connections and credibility, driving participation (Altbach & Knight, 2.
Picture 8 was the content of the second part of the student exchange guidebook at University Therefore, the writersAo solution as in Picture 9, the writers reduced the use of words and added some icons and images such as the university logo, university images.
Picture 10.
Interactive link Incorporating interactive links into a student exchange guidebook enhances engagement and usability by leveraging principles from digital learning theory and user experience (UX) design.
According to (Mayer.
The Cambridge handbook of multimedia learning, 2.
, interactive elements facilitate active processing by allowing users to explore content dynamically, leading to deeper understanding and retention.
(Norman, 2.
concept of affordances in The Design of Everyday Things further supports this, suggesting that clickable links provide intuitive navigation, reducing cognitive load and making information more accessible.
The new guidebook as in Picture 10 the writers used interactive links such as university links so that students were more extensive to obtain information.
The writers marked the interactive with an underline so that students knew that the link can be clicked as stated by (Nielsen, 1.
, which emphasized the need for clear visual cues to enhance user interaction.
Additionally.
Ryan & DeciAos .
Self-Determination Theory posits that interactivity fosters autonomy and intrinsic motivation, as students feel more in control of their learning journey (Ryan & Deci.
Intrinsic and Extrinsic Motivations, 2.
In conclusion, the original guidebook lacked clear classifications of student exchange types, which the writers addressed by adding dedicated program descriptions on the first page.
To help students visualize their potential experience, the writers added university photos and official logos throughout the document.
Collectively, these strategic enhancements transformed the guidebook from a static document into an engaging resource that effectively supported students throughout their exchange journey.
After the writers completed the guidebook, the writers distributed a second questionnaire containing assessments and responses about the latest student exchange The writers distributed the second questionnaire also through google form and using a Linkert scale.
When assessing the effectiveness of a guidebook, researchers commonly employed either 5-point or 7-point Likert scales, as these ranges provided an optimal balance between response sensitivity and participant ease.
The 5-point scale .
= Strongly Disagree to 5 = Strongly Agre.
was widely used for its simplicity, mobilefriendliness, and reduced cognitive load, making it ideal for quick evaluations of aspects like visual design or usability (Krosnick & Berent, 1.
The writers asked several issues such as the assessment of the visuals and content of the new guidebook.
The following were some questions and responses from University X students:
The layout of the Guidebook made it easy to find information Strongly Disagree Disagree Neutral Agree Strongly Agree Chart 5.
Second questionnaire first question University X students generally approved of the Guidebook's layout according to survey data.
Twelve students agreed that the guidebook helped them find information efficiently, complemented by six who agreed which indicating clear approval.
The complete absence of disagree or strongly disagree responses confirmed that the layout was universally acceptable without notable criticism.
The colours and fonts used were attractive and easy to read Strongly Disagree Disagree Neutral Agree Strongly Agree Chart 6.
Second questionnaire second question The survey results regarding the statement "The colors and fonts used were attractive and easy to read" show predominantly positive feedback from the 20 respondents.
A majority of University X Students .
out of .
selected "Agree," indicating strong approval of the visual design.
Overall, these results demonstrated that the Guidebook's visual elements were well-received, with 70% of respondents expressing some level of Infographics .
xamples: timeline, icon.
helped understand complex information Strongly Disagree Disagree Neutral Agree Strongly Agree Chart 7.
Second questionnaire three question Survey responses regarding the statement about infographics' effectiveness revealed unanimous approval among all 20 participants.
This exceptional consensus demonstrates that visual elements like timelines and icons were remarkably successful in clarifying complex information, indicating the Guidebook's infographics were particularly well-executed and valuable.
Guidebook answered all key questions about the Student Exchange Program Strongly Disagree Disagree Neutral Agree Strongly Agree Chart 8.
Second questionnaire fourth question Survey data revealed that most University X student considered the Guidebook highly effective for answering Student Exchange Program queries.
The predominantly positive reception validated the Guidebook's utility, with the limited critical feedback providing valuable direction for future improvements.
This guidebook motivated to apply for the Student Exchange program Neutral , 5 Strongly Disagree Disagree Neutral Agree Strongly Agree Strongly Agree, 7 Agree , 8 Chart 9.
Second questionnaire fifth question The survey data clearly indicated the guidebook's motivational efficacy, with an overwhelming 80% of University X student .
out of .
reported it encouraged them to apply for the Student Exchange Program.
While 20% .
selected "Neutral," the complete lack of negative responses confirms the guidebook successfully avoided deterring potential applicants.
These results not only validate the guidebook's inspirational value but also suggest potential to further enhance its motivational impact.
Recommend this Guidebook to other students Strongly Disagree Disagree Neutral Agree Strongly Agree Chart 10.
Second questionnaire six question The results of the recommendation survey showed broad approval of the Guidebook among the University X student.
The visual weight of the graph strongly favors the AuAgreeAy and AuStrongly AgreeAy categories indicating that most students would easily suggest it to their peers.
This strong support implies that this resource effectively meets students' needs and provides content worth sharing.
Conclusion and Recommendation This study examined the weaknesses of University XAos student exchange guidebook and proposed an improved design to enhance engagement and accessibility.
Findings showed that the previous guidebookAos plain layout, limited visuals, and passive distribution reduced awarenessAionly 40% of students knew it existed despite strong interest in exchange programs.
Through surveys, interviews, and document analysis, the redesigned version adopted high-contrast visuals, infographics, and mobile-friendly formatting guided by Cognitive Load and Self-Determination theories.
After implementation, 80% of respondents rated the new guidebook as more appealing and easier to understand, and all agreed that infographics clarified complex information.
The redesigned guidebook proved effective in supporting University XAos internationalization goals by improving information clarity and student motivation.
demonstrates the value of evidence-based visual design in educational communication.
Further studies should involve larger and more diverse samples to examine long-term impacts of digital guidebooks on student participation rates.
Future projects could also explore integrating AI-powered personalization, chatbot support, or interactive multilingual features to enhance inclusivity and accessibility across global audiences.
References