Virtual Learning Environments (VLEs) have become ubiquitous in colleges and universities but have failed to consistently improve learning (Machin, 2007). An alternative interface can be provided in the form of a mashed-up personal learning environment (MUPPLE). The aim of this study was to investigate student perceptions of its desirability and utility in comparison to their existing VLE. A psychology-oriented MUPPLE was constructed using a free online mash-up platform. A focus group of psychology A-level students was asked to identify likely advantages and disadvantages of the MUPPLE as compared to their existing VLE interface. They identified five potential advantages of the MUPPLE interface; aesthetics, congruence with online apps used outside formal education, user control, utility as an aid to A-level study, and likely utility as an aid to undergraduate study. With regard to utility as an aid to A-level study, the focus group expressed concern that, whilst the MUPPLE interface would be likely to enhance independent study, that this might not in turn advantage A-level students. However, no advantages were attributed to the VLE interface. Sixty-five psychology A-level students assessed a MUPPLE and a VLE interface against the five criteria identified by the focus group. A within-subjects MANOVA revealed significant preferences for the MUPPLE interface on all five criteria. Implications for psychology education are discussed, and further research is called fo
