User interface and data visualisation criteria are central issues in digital textbooks design. However, when applying mathematical modelling of learning process to the analysis of the possible solutions, it could be observed that results differ. Mathematical learning views cognition in on the base on statistics and probability theory, graph theory, game theory, cellular automata, neural networks etc. Instead of this, research methodologies in learning design are diversified in behaviourism, cognitive, constructivism and connexionism. Behaviourism aims to promote observable behavior, but placing the responsibility for learning on the shoulders of teachers and/or textbooks' content. The cognitive and social psychology adds value to the systems theory and place the responsibility to mental structures of students' cognitive systems. Constructivism aims to support multiple perspectives or interpretations of reality, knowledge construction, context-rich, experience-based activities and focused on didactic activities. The connectionism models are based on mental or behavioral phenomena as the emergent processes of interconnected networks of simple units. These trends could be analysed on the base on linear, systems and Meta-Systems approaches. This article is a review of user interface and data visualisation criteria as a demonstration of Meta-Systems Learning Design in Digital Textbooks use and development.