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Moderating effects of academic involvement in web-based learning management system success: A multigroup analysis
Sangeeta Mehrolia1, Subburaj Alagarsamy1, M Indhu Sabari1
1School of Business and Management, Christ University, Bangalore, India.
Heliyon
|May 24, 2021
Summary
This study identifies key factors influencing student acceptance of Web-Based Learning Management Systems (WLMS) in India. High academic involvement significantly enhances WLMS success by moderating service quality impacts on user satisfaction and system use.
Area of Science:
- Educational Technology
- Information Systems
Background:
- Many Indian educational institutions adopt Web-Based Learning Management Systems (WLMS) to complement traditional teaching.
- However, these systems often fail to meet objectives, resulting in poor return on investment.
Purpose of the Study:
- To identify factors influencing student acceptance of WLMS.
- To examine the moderating role of academic involvement on WLMS success.
Main Methods:
- Empirical testing of a research model using structural equation modeling.
- Data collected from 477 university/college students via valid questionnaires.
Main Results:
- Technical system quality, information quality, educational quality, service quality, and user satisfaction explain 49% of the variation in intention to use WLMS.
- High academic involvement moderates the relationship between WLMS service qualities and user satisfaction, intention to use, and overall system success.
Conclusions:
- Student acceptance and success of WLMS are driven by multiple quality factors and user satisfaction.
- Academic involvement is a critical moderator, amplifying the positive effects of service quality on WLMS outcomes.
Keywords:
Higher educationIS success modelModeration analysisStructural equation modellingStudent involvementWeb-based learning management systemMore Related Videos
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