Evaluation of students’ satisfaction toward an adopted learning management system at Indiana Aerospace University: A structural equation modelling approach

Abstract

The global health crisis caused by COVID-19 has forced the migration of classes to online education with the help of learning management system. As students are the key stakeholders who will determine the adoption or usage of it, their perceptions of it need to be considered. In this regard, this study aims to evaluate students' satisfaction toward BrightSpace, an adopted LMS by Indiana Aerospace University, using Nguyen's (2021) LMS satisfaction model, with sex and year levels added as moderating variables. Using a quantitative cross-sectional survey design, 602 students from different degree programs participated in an online survey deployed using Google Forms. The survey aimed to test the influence of system content, instruction information, interaction, and technology quality on students' perceived LMS usefulness, and the influence of perceived usefulness on students' LMS satisfaction. The findings of structural equation modeling suggest that system content, interaction, and technology quality significantly and positively influenced students' perceived usefulness, subsequently leading to their satisfaction with the LMS. Results further revealed that sex is a moderating variable that influences the relationships between system content and instruction information with students' perceived usefulness of the LMS. Also, year level is a moderating variable of the relationships between system content and interaction with their perceived usefulness of the LMS. In conclusion, this study reveals the model's usefulness in understanding the factors influencing students' satisfaction with an LMS. Consequently, the results offer practical implications for practitioners in designing and increasing LMS satisfaction to create a more effective learning environment.