TYPE Original Research

PUBLISHED 21 June 2024

DOI 10.3389/feduc.2024.1382021

Enhancing educational
OPEN ACCESS continuity: exploring factors
affecting the success of learning
EDITED BY
Aggelos Avramopoulos,
University of Thessaly, Greece

REVIEWED BY
Sohaib Ahmed,
management systems in Dubai
Bahria University, Karachi, Pakistan
W. D. N. S. M. Tennakoon,
Wayamba University of Sri Lanka, Sri Lanka
higher education
Emmanuel O. C. Mkpojiogu,
Veritas University, Nigeria Hesham Allam 1*, Juan Dempere 2, Faisal Kalota 1 and David Hua 1
*CORRESPONDENCE 1
Center of Information and Communication Science (CICS), College of Communication, Information,
Hesham Allam
and Media, Ball State University, Muncie, IN, United States, 2 Higher Colleges of Technology, RAK,
[Link]@[Link]
United Arab Emirates
RECEIVED 04 February 2024
ACCEPTED 03 June 2024
PUBLISHED 21 June 2024 Introduction: In recent years, educational institutions worldwide have increasingly
CITATION embraced technology as a means of enhancing the learning experience and
Allam H, Dempere J, Kalota F and adapting to the demands of the modern era. This trend toward digital transformation
Hua D (2024) Enhancing educational
continuity: exploring factors affecting the has become even more pronounced in the wake of the COVID-19 pandemic, which
success of learning management systems in necessitated a rapid shift to remote learning modalities. Learning Management
Dubai higher education. Systems (LMS) have emerged as crucial tools for educational continuity,
Front. Educ. 9:1382021.
doi: 10.3389/feduc.2024.1382021 enabling institutions to deliver course materials, facilitate communication, and
manage student progress in virtual environments. However, the success of LMS
COPYRIGHT
© 2024 Allam, Dempere, Kalota and Hua. This implementation varied among educational institutions, with some achieving
is an open-access article distributed under seamless transitions while others encountered challenges stemming from
the terms of the Creative Commons
students' reluctance to fully embrace the technology. This paper contributes to the
Attribution License (CC BY). The use,
distribution or reproduction in other forums is understanding of LMS adoption in higher education institutions in Dubai, UAE, by
permitted, provided the original author(s) and proposing a comprehensive model based on the Technology Acceptance Model
the copyright owner(s) are credited and that
(TAM) and enhanced with modern factors that fit the nature of virtual learning.
the original publication in this journal is cited,
in accordance with accepted academic Methods: Employing a quantitative research approach, the study utilized the main
practice. No use, distribution or reproduction
structure of the Technology Acceptance Model (TAM) to propose an enhanced
is permitted which does not comply with
these terms. version of factors that might influence students' acceptance of online learning
management systems. To collect the necessary data, a self-administered survey
questionnaire was distributed to 500 students, ensuring a comprehensive dataset
for analysis. The analysis was conducted using Partial Least Square Structural
Equation Modeling (PLS-SEM), a robust statistical technique suitable for complex
models with latent variables. This method allowed the researchers to empirically
validate the proposed model, assessing the impact of various modern factors
tailored to the nature of virtual learning environments.
Results: The study's empirical findings revealed several significant factors influencing
students' intentions to use LMS, including personal innovation, perceived utility, system
quality, service quality, and information quality. While system quality encompasses the
technical aspects and functionalities of the LMS, information quality focuses on the
relevance, accuracy, completeness, and timeliness of the system's content.
Discussion: These insights provide valuable guidance for educational institutions
in Dubai and beyond, offering actionable recommendations for optimizing LMS
implementation strategies to enhance student engagement and educational
outcomes in the digital learning landscape.

KEYWORDS

LMS, technology acceptance, structure equation modeling, personal innovation,

system quality, service quality, information quality, social influence

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Introduction of their routine. However, this shift has brought to light various
usability issues inherent in online management systems. Students
Information technology (IT) has made significant progress in often face challenges navigating these platforms, accessing course
many areas and is easily accessible to many people. This progress has materials, and engaging in interactive activities, which can
led to the creation of information systems (IS) that facilitate the significantly impact their learning experiences and overall
management of learning activities that are not limited by time or space. motivation. Addressing these usability concerns is essential for
The use of E-learning, a widely recognized term referring to ensuring that students can successfully utilize online systems and
information technology-based learning, has had a substantial influence derive maximum benefit from their virtual learning environments.
on the overall efficacy of educational institutions in terms of learning Numerous scholarly investigations have delved into students’
outcomes. E-learning has flourished with the sudden advent of inclination to embrace these systems. However, it is crucial to
COVID-19 and the necessity for most schools to close their classes and recognize that institutional cultures and attributes vary, necessitating
open their E-learning platforms. Early on, educational technology a comprehensive examination of each study’s scope. This collective
experienced tremendous expansion and adoption, with worldwide knowledge can contribute to a more comprehensive understanding of
Edtech investments increasing to US $18.66 billion in 2019 and the the factors influencing LMS acceptance, particularly in the context of
entire sector for online education predicted to reach $350 billion by the COVID-19 pandemic. Furthermore, given the increasing rates of
2025, even before COVID-19 (Li and Lalani, 2020). Much has changed LMS adoption in university education and the importance of
since the COVID-19 incident. People are using more language-learning assessing relevant factors before implementing such a system in
platforms, online tutors, and video-conferencing tools to learn new higher education institutions in the UAE, there is a pressing need to
things now (Pokhrel and Chhetri, 2021). conduct research on the determinants predicting students’ inclination
Academic institutions are employing various approaches to to adopt LMS. Several studies in the Middle East have investigated
enhance the quality of teaching, facilitated by information students’ adoption of LMS, but these studies took place prior to
technology, in order to fulfill their educational goals. According to COVID-19 and utilized older LMS versions. To the best of the
Hassnzadeh et al. (2012), the use of E-learning has significantly author’s knowledge, this is the first study to be conducted on a
enhanced the core learning principles in higher education modern LMS after COVID-19 in the UAE context using empirical
environments. The current focus at many universities is on validations. Existing research on LMS acceptance during COVID-19
prioritizing the incorporation of E-learning systems due to their (Camilleri and Camilleri, 2021; Al-Nuaimi et al., 2022, 2023) has
substantial contribution to knowledge management endeavors (Lin generally utilized the Technology Acceptance Model (TAM) with
and Hwang, 2014; Sharma et al., 2017). An increasingly prevalent minor modifications. However, certain modern features particularly
information technology system, the LMS, specifically facilitates relevant to Generation Z students, such as the quality of the E-learning
learning in a flexible manner, enabling individuals to engage in system, personal innovation, perceived connectedness, and social
educational activities at their convenience and regardless of their influence, were not included as key influencers on students’ intentions
physical location. LMS is a widely recognized acronym that to use LMS. The interaction among these factors has the potential to
encompasses a range of names used to denote similar concepts, enhance the traditional TAM framework, potentially leading to an
including E-learning systems, LMSs, course management systems improved model that integrates social and system features for
(CMS), educational computer programs, and virtual learning better performance.
environments (VLE). In general, students have the ability to use To bridge this gap, this research endeavors to investigate the
these systems to access course information in several media, such as factors sharing students’ intentions to utilize LMS in higher
text, images, and audio. Additionally, they may engage in education institutions across the United Arab Emirates (UAE).
conversation with instructors and/or peers using message boards, Drawing upon the Technology Acceptance Model (Davis, 1989) and
forums, chats, video conferencing, and other similar technologies the IS Model by Delone and McLean (2003), the study incorporates
(Sánchez and Hueros, 2010). Moodle, Blackboard, and WebCT are contemporary factors reflecting the dynamic nature of current LMS
often used as LMSs inside educational establishments (Waheed et al., platforms. Its principal objective is to explore the myriad elements
2016). Higher education institutions have made significant influencing the efficacy and adoption of LMS in UAE higher
investments, especially after COVID-19, in the application of LMSs education settings. This paper will propose a model that incorporates
to improve teaching and learning (Fathema et al., 2015). The return these factors and formulate hypotheses based on a thorough
on these investments heavily relies on instructors’ and students’ literature review. Utilizing the Structural Equation Modeling (SEM)
sustainable use of LMSs. Since LMS is the reality for most universities approach, the research aims to empirically validate the proposed
and requires such a significant investment, highlighting the key model, uncovering the interplay among latent variables such as
factors influencing learners’ acceptance of LMSs is critical for the personal innovation (PI), perceived usefulness (PU), system quality
sustainable use of LMSs. Recent studies have highlighted the value (SYS-Q), service quality (SQ), social influence (SI), and intention
of identifying key factors contributing to the better acceptance and (INT) to employ LMS. School administrators, educational
integration of LMS by university students before the pandemic. authorities, and pertinent stakeholders in the UAE can benefit from
(Fathema et al., 2015; Raza et al., 2020), during COVID-19 (Raza the findings as they implement robust LMS solutions to ensure
et al., 2020; Wang et al., 2022); and after the pandemic (Delone and instructional continuity during pandemics.
McLean, 2003; Mastan et al., 2022; Ndebele and Mbodila, 2022). The subsequent portions of this work are structured as follows:
Due to its convenience and success during the COVID-19 Section two provides an overview of the relevant academic literature,
pandemic, some colleges in Dubai have integrated virtual learning with a specific focus on post-adoption investigations of Electronic
into their regular curriculum, offering certain courses online as part Learning Management Systems (E-LMSs). Section three of this paper

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presents the proposed study model and research hypotheses. This is They stressed the importance of institutional support mechanisms,
followed by Section 4, which provides an overview of the technique such as uninterrupted access to devices and internet connection, to
used in this research. Section 5 provides an analysis of the outcomes facilitate seamless technology integration. Additionally, they proposed
derived from the structural model. Section six provides a the establishment of electronic learning communities to foster
comprehensive analysis of the constraints and draws appropriate collaboration among learners and educators in technology for
conclusions. educational purposes. Similarly, Bansah and Darko Agyei (2022)
investigated the impact of perceived convenience, usefulness, and
efficacy on LMS adoption, highlighting the significance of variables
Literature review like personal computer (PC) access, perceived usefulness, and ease of
use in determining user acceptance.
Technology acceptance model Furthermore, recent studies, such as Ngampornchai and Adams
(2016) and Raza et al. (2020), have continued to explore factors
The Technology Acceptance Model (TAM), first proposed by influencing LMS adoption. Raza et al. (2020) modified the Unified
Davis (1989), has been extensively used by several academics to Theory of Acceptance and Use of Technology (UAUT) to assess
predict the acceptance and adoption of LMSs by users (Delone and students’ acceptance of LMS, revealing the positive relationship
McLean, 2003; Hsu et al., 2009; Mastan et al., 2022; Ndebele and between performance expectation, effort expectancy, and social
Mbodila, 2022). TAM represents a significant theoretical contribution influence with LMS behavioral intention. They also identified the
to our knowledge of information systems use and information moderating role of COVID-19 concerns in this relationship. On the
technology adoption behaviors. Previous studies have employed the other hand, Ngampornchai and Adams (2016) focused on the
Technology Acceptance Model (TAM) to determine user acceptance E-learning environment in Thailand, finding a significant positive
of various information technologies. These technologies encompass relationship between performance expectation, effort expectancy, and
blog participation (Hsu et al., 2009), multimedia applications (Ropaka technology adoption. These studies collectively contribute to
et al., 2020), web surfing (Davis, 1989), and email acceptance (Adams understanding the complex dynamics of educational technology
and Mcintyre, 2020). Davis (1989) presented TAM as an adaptation of adoption and its implications for teaching and learning practices.
TRA for the realm of IS (Chaudhry et al., 2021). According to TAM,
users’ behavioral intention (BI) to use technology is influenced by
their attitude (A) toward it, which is influenced by perceived Structure equation modeling and
usefulness (PU) and perceived ease of use (PEOU). Perceived ease of technology acceptance
use is also seen to have a direct impact on perceived usefulness. The
user’s belief that adopting a given application system will improve his Research in the field of information systems (IS) often focuses on
or her job performance within an organizational setting” is defined as various aspects related to the adoption, acceptance, conditions, and
the PU (Adams and Mcintyre, 2020). Both PU and PEOU, according success of technology. To examine these domains, scholars must
to TAM are main factors that lead to a positive attitude toward establish, articulate, and comprehend conceptual entities such as
utilizing a system, with an attitude defined as the user’s desire to utilize beliefs, perceptions, motives, and attitudes. Due to the inherent
the system. The individual’s BI to use the system is influenced by PU. challenge in quantifying abstract constructs, they are often assessed as
latent variables (LVs), indirectly evaluated using a series of questions
(indicators) designed to capture the underlying notions of the
Research on LMS acceptance constructs in question. Structural Equation Modeling (SEM) is a
frequently used methodology in IS research, aiming to represent the
Investigating the impact of educational technology on students’ connections between latent variables, with the Partial Least Squares
learning has garnered significant attention among researchers, as (PLS) algorithm often used to estimate associations between latent
evidenced by numerous studies exploring this topic (e.g., Tulinayo variables using a provided dataset (Chin et al., 2008). This section
et al., 2018; Binyamin et al., 2019; Müller and Wulf, 2020). Concerning provides a comprehensive review of Structural Equation Modeling
students’ acceptance of educational technology, several scholars, (SEM) and Partial Least Squares (PLS) and their integration into the
including Attuquayefio and Addo (2014), Sharma et al. (2017), and proposed model of this dissertation.
Binyamin et al. (2019), have utilized the Technology Acceptance Structural Equation Modeling (SEM) is widely recognized as a
Model (TAM) and its constructs like Perceived Usefulness (PU) and fundamental approach for examining route models that include
Perceived Ease of Use (PEOU) to assess the adoption of LMSs. For intricate connections between latent variables and various indicators
instance, Binyamin (Schoonenboom, 2014) conducted a study in (Chine et al., 2001). In contrast to conventional statistical methods,
Saudi Arabia, extending the TAM to identify the primary determinants SEM offers more versatility in integrating theoretical constructs with
of LMS utilization, emphasizing factors such as ease of use, usefulness, empirical data. Researchers can utilize SEM to address various aspects
and learning support. Similarly, Attuquayefio and Addo (2014) of their study, allowing consideration of multiple predictors,
explored students’ responses to LMS in a blended learning scenario, construction of latent constructs (representing unobservable
uncovering the significant influence of social factors, price value, and phenomena like beliefs, feelings, and intentions), incorporation of
anxiety on their intention to use LMS. measurement error from observed variables, and empirical testing of
Moreover, in addressing the integration of educational technology previous assumptions against collected data (Straub et al., 2004; Hair
into academic institutions, Ndebele and Mbodila’s study in et al., 2011). The clear differentiation between observable and latent
South Africa advocated for enhanced teacher training to equip variables in SEM may provide valuable assistance to researchers in
educators with the necessary skills for better technology integration. examining a diverse array of hypotheses. Conventional statistical

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methods lack a straightforward approach to differentiate between Information Quality (IQ), and Social Influence (SI). Additionally, the
observable and latent variables, focusing on identifying averages and model includes users’ intention (INT) to use LMS as the dependent
associations among observable variables, potentially overlooking variable, which is positively influenced by these independent variables.
important latent variables (Hair et al., 2011). In the subsequent section, each of these factors will be comprehensively
One primary benefit of Structural Equation Modeling (SEM) is its explored, including their respective hypotheses and justifications.
ability to allow researchers to evaluate two key components of the
model concurrently: (1) the measurement model, examining the
association between constructs and their indicators; and (2) the path Personal innovation
model, exploring relationships between constructs to test theoretical
propositions (Chine et al., 2001). The integration of the measurement According to Rogers (Al-Busaidi, 2012), the diffusion of
model and the structural model provides a more accurate evaluation innovation may be described as the transmission of a new idea or
of associations between internal and external interactions (Straub et al., technology via certain communication channels over a period of
2004). Estimations generated using SEM are superior to those obtained time among individuals within a given social group. The concept of
by linear regression, as shown by Chine et al. (2001; Gefen et al., 2011). personal innovativeness, as defined in this research, pertains to the
Moreover, SEM allows researchers to construct and estimate models degree to which an individual’s inclination or mindset demonstrates
including several dependent variables and their interrelationships a willingness to independently explore and experiment with LMS
concurrently, offering a more accurate perspective on outcomes technologies, regardless of the experiences shared by others
pertaining to the interconnectedness of variables. Additionally, SEM (derived from Sharma et al., 2017). Within the scope of this study,
serves as both an a priori and confirmatory approach, enabling the principal investigator suggests that students should demonstrate
researchers to formulate and evaluate models against evidence, a willingness to engage in experimentation with current LMS
adapting hypotheses to align with gathered evidence, and transitioning options. In their study, O'Connor et al. (2016) identified a
from the confirmatory stage to the exploratory stage (Hair et al., 2011). correlation between individual propensity for innovation and the
integration of technology. Sharma et al. (2017) conducted a study
to investigate the factors influencing the adoption of E-LMSs. Their
Proposed theoretical model and findings revealed a statistically significant relationship between the
hypotheses use of e-LMS by instructors and the variables examined in their
research. According to O'Connor et al. (2016), individuals who
Figure 1 illustrates the proposed model for the study, comprising fully integrate a technological solution tend to use all available and
six independent variables: Personal Innovation (PI), Perceived suitable applications for various objectives. Previous studies have
Usefulness (PU), System Quality (SYS-Q), Service Quality (SQ), shown that Perceived Ease of Use (PI) has a significant role in

FIGURE 1
Proposed model.

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influencing individuals’ adoption of technology and their level of of pleasure experienced by users within the context of information
happiness with it (Venkatesh, 2000; Van Raaij and Schepers, 2008). systems. The authors propose that an increase in system quality is
Moreover, in comparison to users who do not engage with new anticipated to result in an increase in user satisfaction and use. This,
technology, users who actively use innovative technology have a in turn, is projected to have favorable effects on individual
higher propensity for adapting to various systems and processes productivity, ultimately leading to increases in total productivity.
(Venkatesh and Bala, 2008). Thus, we put forward the Moreover, Syed et al. (2021) discovered a positive correlation
following hypothesis: between system quality and the intention to utilize LMS in higher
education, while investigating the operational risks that hinder the
Hypothesis 1 (H1): Personal Innovation has a positive impact on adoption of eLearning. In this study, we put forth the
students' intention to use LMS. following hypothesis:

Hypothesis 3 (H3): System quality has a positive impact on

Perceived usefulness student’s intention to use LMS.

Perceived usefulness, as defined by Davis (1989), refers to the

extent to which individuals believe that the implementation of a Service quality
particular technology will enhance their work performance. In this
study, the construct of Perceived Usefulness (PU) is operationalized Service quality encompasses several dimensions such as
as the degree to which students believe that engaging with LMS and responsiveness, convenient working hours, dependability, and ease of
utilizing its features will improve their academic performance. The contact with service providers (Sharma et al., 2017). Within the realm
Technology Acceptance Model (TAM), TAM 3 (Venkatesh and Bala, of higher education, service quality may be conceptualized as the
2008), and the factors of Perceived Ease of Use (PEOU) (Stodnick and discernible variance between the expectations and actual experiences
Rogers, 2008) have introduced the constructs of Perceived Usefulness of students in relation to the services provided (Stodnick and Rogers,
(PU) and Behavioral Intention (BI). Furthermore, the constructs of 2008). Service quality may be conceptualized as the presence of
Perceived Ease of Use (PEOU) and Perceived Usefulness (PU) have responsiveness, dependability, and active communication
been suggested as precursors to Behavioral Intention (BI) in various functionalities inside the LMS. Prior research has shown a robust
technology models, including the Technology Acceptance Model association between the quality of LMS services and the level of
(TAM), TAM2, PEOU determinants, and TAM3. satisfaction experienced by students. In their study, Wang et al. (2007)
In the context of LMS, previous research has indicated a positive constructed and verified a multi-factor framework derived from prior
correlation between learners’ adoption of LMS and the tangible scholarly investigations on information systems success. This
benefits it offers. Ain et al. (2016) conducted a study examining the framework was used to evaluate the performance of an E-learning
impact of learning value on the use of LMSs. The results of their study system implemented in Taiwan. The findings of the study revealed that
revealed a significant influence of learning value and performance the success of the E-learning system is determined by three criteria,
anticipation on students’ intention towards LMS. Consistent with the namely system quality, information quality, and service quality. Uppal
present study, we propose the following hypothesis: et al. (2017) conducted a study to examine the correlation between
E-learning and LMS service quality. Their findings revealed that the
Hypothesis 2 (H2): Perceived Usefulness has a positive impact on quality of the E-learning system played a crucial role in determining
student’s intention to use LMS the overall quality of E-learning services. Moreover, the study
demonstrated a positive association between the overall quality of
E-learning services and the satisfaction levels of E-learning students.
System quality Therefore, we propose the following hypothesis:

The concept of System Quality (SYS-Q) encompasses several Hypothesis 4 (H4): Service quality has a positive impact on
aspects of an information system, including its access speed, students’ intention to use LMS.
simplicity of use, navigation, and web interface design (Delone and
McLean, 2003). Users of LMSs often exhibit reduced levels of system
satisfaction when confronted with system faults and inconsistent Social influence
interaction. Conversely, when users encounter a high degree of
system satisfaction, they tend to have fewer issues related to bugs Social influence (SI) refers to the extent to which a person sees
and inconsistent interaction. In their study, Hsu et al. (2009) the need to adopt a contemporary system, as described by Venkatesh
discovered a significant and affirmative correlation between the et al. (2003). According to the findings of this study, social influence
perceived SYS-Q and the ongoing behavioral intention to use is operationally defined as the extent to which a student perceives
E-learning services. Cavus et al. (2021) conducted a study that their peers believe that using an LMS is a beneficial method for
examining the many aspects that influence the success of LMS. Their educational purposes. Multiple research studies have shown that
research revealed a significant relationship between the quality of social influence (SI) has a substantial role in shaping individuals’
the system and the level of acceptance shown by students towards behavioral intentions towards system adoption (Delone and
the LMS. In their study, Delone and McLean (2003) discovered a Mclean, 1992; Nguyen et al., 2014; Allam et al., 2019, 2020).
significant association between the quality of a system and the level Moreover, it has been demonstrated that social influence plays a

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significant and direct role in shaping behavioral intention within student participation in the survey as a means of enhancing the quality
the Unified Theory of Acceptance and Use of Technology (UTAUT), of the university’s E-learning services.
as well as being included in other models as an external component A total of 500 questionnaires were returned by students over a span
that positively impacts users’ attitudes. The following theory of 10 days. Participants provided their responses to the survey questions
is proposed: using a Likert scale consisting of five points, where a rating of 1 indicated
complete disagreement and a rating of 5 indicated complete agreement.
Hypothesis 5 (H5): Social influence has a positive impact on Upon careful examination of the aforementioned responses, it was
students' intention to use LMS. determined that a total of 62 responses had to be excluded from the
analysis due to their fragmentary nature or the absence of essential data.
In the present research, a total of 458 electronic questionnaires were
Information quality used for the purpose of conducting further statistical analysis to evaluate
the accuracy of the proposed model.
The quality of information refers to the standard of information
generated by systems for their consumers (Delone and Mclean, 1992).
Within the realm of information systems literature, the assessment of Demographics
information systems’ performance often relies on the examination of
two crucial factors: information quality and user satisfaction. The demographic analysis revealed the profiles of the respondents,
According to Wang and Strong, accuracy, timeliness, precision, as shown in Table 1. Analysis of the gender distribution among
dependability, currency, completeness, and relevancy are some of the respondents revealed that the majority were female, accounting for 57
data quality (DQ) factors that are covered under information quality, percent, while male respondents constituted 43 percent of the entire
along with user satisfaction. Accessibility and interpretability are two sample. Regarding the age distribution of the participants, the findings
more factors. Wang and Strong (1996), along with Al-Samarraie et al. indicate that 19% fell within the age range of 18 to 19, 20% fell within
(2003), argue that the quality of information plays a crucial role in the age range of 19–20, 30% fell within the age range of 20–21, and
influencing user satisfaction among instructors and students alike. finally, 27% fell within the age range of 21–22.
Moreover, previous studies have shown evidence that the quality of Moreover, analyzing the students’ academic specialization, it was
information significantly influences students’ satisfaction with the use found that students majoring in CIS constituted the majority, at 26
of LMS (Alkhateeb and Abdalla, 2021; Cavus et al., 2021). Hence, in percent, followed by students from the Business Division at 20 percent.
order to examine the potential impact of information quality on The distribution for other academic majors is as follows: engineering,
students’ satisfaction with their LMS, the following proposition 16 percent; health science, 13 percent; foundation studies, 13 percent;
is proposed: and applied media, 12 percent. Concerning students’ experience in
using information technology, 39 percent reported having 3 years of
Hypothesis 6 (H6): Information quality has a positive impact on experience, 28 percent reported two or more years of experience, 19
students' intention to use LMS. percent reported having 4 years of experience, and only 13 percent
reported having 1 year of experience.

Method
Data analysis and results
Data collection and instrumentation
Construct validity
Based on the review of relevant studies, such as Davis (1989),
Sharma et al. (2017), Azizi et al. (2020), and Cavus et al. (2021), the In accordance with the validation criteria proposed by Straub
authors designed a questionnaire consisting of 60 items measuring et al. (2004) and Urbach and Ahlemann (2010), the decision was
personal innovation, perceived usefulness, service quality, system made to assess the reliability and validity of the measurement
quality, social factors, and intention to use LMS. Out of the 68 items model. Construct validity refers to the degree to which a scale
initially selected, only 36 were sent to a group of graduate students to accurately measures the intended variable. Our research adheres
measure the items’ content validity. Before actual data collection, the to Chin’s (Ngafeeson and Sun, 2015) methodology for establishing
questionnaire was sent to 15 students from different departments at the construct validity while evaluating survey instruments in the field
college to ensure the survey ran smoothly without any difficulties. These of Management Information Systems (MIS). Available information
15 students indicated that all the questions in the survey were indicates that there are appropriate measurement criteria for all of
understandable and consistent. Students were issued a survey invitation the latent variables examined in this research. The composite
along with a link to access the survey. Microsoft SharePoint survey tools reliability, Cronbach’s alpha, and average variance extracted (AVE)
were used due to their widespread usage across all college campuses. are shown in Table 1. The table displays values of Cronbach’s alpha
The survey was sent to a total of 14 distinct campuses to ensure a robust and composite reliabilities, all of which are above the required
sample size. The Department of Computer and Information Science threshold of 0.707 as suggested by Nunnally (1994). Moreover, all
sent a communication to many department chairs, including those from of the values of AVE are above the threshold of 0.50 as proposed
health science, business, applied media, computer and information by Fornell and Larcker (1981), which suggests that the
science, and engineering. The survey invitation letter included a concise measurement model exhibits strong internal consistency and
overview of the study’s aims and urged faculty members to promote convergent validity. Put simply, each construct is assessing its

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TABLE 1 Demographics distribution.

Category Frequency Percentage (%)

Gender Male 198 43%

Female 260 57%

Age 18–19 68 15%

19–20 129 28%

20–21 136 30%

21–22 125 27%

Student major CIS 120 26%

Business 90 20%

Engineering 58 16%

Health science 75 13%

Foundation 55 13%

Applied media 60 12%

Experience with LMS One year 60 13%

Two years 130 28%

Three years 180 39%

Four years 88 19%

designated notion without any overlap with the other constructs offers many advantages in the context of this study, as its primary aim
(Table 2). is to investigate the interrelationships among six distinct elements
(Fornell and Larcker, 1981; Chin, 1998). The data analysis method
used in this study was SmartPLS, which was employed to elucidate the
Discriminate validity measurement and structural models as outlined by Hair et al. (2011).
Assessing structural models includes:
Discriminant validity refers to the extent to which the
measurements of a particular construct may be distinguished from - Collinearity assessment;
measurements of other constructs (Fornell and Larcker, 1981). The - Path coefficients;
technique used for assessing validity in this study adheres to the - R2 coefficient of determination
approach proposed by Chin et al. (2008). When considering many - F2 effect size;
variables, it is expected that each variable has distinct characteristics. - Predictive relevance through Q2 and RMSE.
In such cases, it is anticipated that the measures of each variable would
exhibit strong correlations among themselves, while displaying weak Table 4 presents all the results of the structural models (Figure 2)
correlations with measurements of other latent variables. The and provides a comprehensive summary of the hypotheses that were
discriminant validity of all the constructs is shown in Table 3. Initially, examined, along with their corresponding statistical outcomes,
it is seen that the correlation between each variable and itself, as shown indicating whether they were supported or not supported.
by the shaded diagonal elements, yields a greater value for the square The Q2 values of StoneGeisser were derived via Partial Least
root of AVE compared to its correlation with any other variable. Squares (PLS) analysis. The blindfolding technique was used in the
Furthermore, it has been shown that the loadings of questions on their SmartPLS software to obtain the Q2 values. According to a general
respective variables are greater in magnitude compared to the cross- guideline, all values above zero were observed, thereby validating the
loadings with other factors (Chin, 1998). According to Fornell and out-of-sample predictive significance of both models. In a study
Larcker (1981), loadings ranging from 0.45 to 0.54 are deemed fair, conducted by Shmueli et al. (2016), novel PLS prediction approaches
loadings ranging from 0.55 to 0.62 are considered good, loadings were developed to assess the predictive capabilities of the model. In
ranging from 0.63 to 0.70 are regarded as very good, and loadings contrast, Table VII presents the Root Mean Square Error (RMSE). In a
beyond 0.71 are classified as excellent. Table 3 presents the relationships recent study conducted by Sharma et al. (2017), the researchers used
between each construct and all the elements of the other constructs. the Root Mean Square Error (RMSE) as the benchmark for evaluating
the predictive capabilities of the models under investigation.
Consequently, despite the high R2 value obtained, the presence of a low
Structural model and the results RMSE suggests a model with potentially high accuracy. The findings of
the structural model developed using SmartPLS are shown in Figure 2.
As mentioned earlier, the suggested model is assessed using We employed the bootstrapping method to evaluate the
Structural Equation Modeling (SEM) as the chosen approach for data significance of the t-values. Following the recommendation by Hair
analysis. Structural Equation Modeling (SEM) is a technique that et al., we utilized 5,000 samples, consistent with our observation of 458

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TABLE 2 Convergent validity and composite reliability.

Variable Item Loadings CR AVE

PI1 0.866

Personal innovativeness (PI) PI2 0.890 0.892 0.710

Perceived usefulness (PU) PU1 0.833

PU2 0.866 0.781

PU3 0.881 0.823

PU4 0.855

System quality (SYS-Q) SYS-Q1 0.766

SYS-Q2 0.848

SYS-Q3 0.866 0.912 0.832

SYS-Q4 0.887

SYS-Q5 0.871

Service quality (SQ) SQ1 0.781

SQ2 0.866 0.722

SQ3 0.832 0.854

SQ4 0.868

Information quality (IQ) IQ1 0.921

IQ2 0.791 0.931 0.0735

IQ3 0.832

SI1 0.896

Social influence (SI) SI2 0.888 0.879 0.756

SI3 0.851

BI1 0.921

Behavioral intention BI2 0.890 0.861 0.738

BI3 0.913

TABLE 3 Constructs’ correlation.

(PI) (PU) (SQ) (S YS-Q) (IQ) (SI) (INT)

Personal innovation (PI) 0.84

Perceived usefulness (PU) 0.76 0.87

Service quality (SQ) 0.68 0.58 0.86

System quality (SQ) 0.68 0.26 0.3 0.89

Information quality (IQ) 0.71 0.38 0.62 0.54 0.88

Social influence (SI) 0.83 0.31 0.27 0.41 0.38 0.85

Intention to use LSM (INT) 0.73 0.68 0.62 0.73 0.62 0.5 0.86

cases. For a two-tailed test, our critical t-values were 1.65 (for p ≤ 0.10), statistical significance. As hypothesized, personal innovation strongly
1.96 (for p ≤ 0.05), and 2.58 (for p ≤ 0.01). Figure 2 and Table 4 depict influences users’ intention to use LSM, with a path coefficient of 0.21
the overall effect between the independent and dependent variables, and a t-value of 2.4 at the 0.05 level of significance. Additionally,
including the path coefficient, sample mean, standard deviation, T perceived usefulness exhibits a positive path coefficient of 0.42 with a
statistics, p values, significance of the relationship, and supported t-value of 2.4 on intention to use, significant at the 0.001 level.
hypotheses. According to Hair et al. (2011), an R2 value of 0.75, 0.5, Furthermore, service quality has a strong influence on users’ intention
or 0.25 for the affected constructs in the structural model is described with a path coefficient of 0.19 and a t-value of 1.8. Further, system
as substantial, moderate, or weak, respectively. In our tested model, quality and information quality impacted users’ intention to use LMS
intention to use LSM achieved an R2 of 0.74, indicating a positive with path coefficients of 0.35 and 0.38 and t-values of 3.1 and 3.4,
relationship. As illustrated in Figure 2 and Table 4, the path coefficients respectively. However, social influence did not have a significant
for this inner model are presented alongside their respective t-values impact on users’ intention to use LSM, which means that hypothesis
in parentheses. Five out of six hypotheses are supported with strong 6 failed to hold its claim.

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TABLE 4 Results of structural model.

Hypotheses Path Path t-value Results Effect R

2
R
2
adjusted Q2 RMSE
coefficient size f2
H1 PI--- > BI 0.21** 2.9 Sup 0.01 0.76 0.74 0.45 0.489`

H2 PU--- > BI 0.42*** 6.2 Sup 0.042

H3 SQ--- > BI 0.31*** 3.9 Sup 0.07

H4 SYS-Q→BI 0.35*** 4.2 Sup 0.068

H5 IQ→BI 0.38*** 4.9 Sup 0.064

H6 SI→BI 0.11** 1.2 Not Sup 0.043

Sup., supported; Not Sup., not supported; ***p < 0.001; **p < 0.01; *p < 0.05.

FIGURE 2
PLS results of the research model.

Discussion and conclusion adapt to any system or procedure compared to non-innovative

students. This will boost not just the academic performance of
Discussion students but also the institution’s technological image.
The research further discovered that factors such as system quality
The study aims to investigate and attempt to predict students’ use and service quality of the LMS are significant variables in determining
of LMS through a suggested model composed of several factors: students’ intention to consistently use an E-LMS. This conclusion
personal innovation, perceived usefulness, service quality, system aligns with previous research undertaken by Sharma et al. (2017),
quality, information quality, and social influence. The proposed model Alkhateeb and Abdalla (2021), and Cavus et al. (2021), on student
was correct for all variables except social influence, which, according satisfaction with e-LMSs. According to their assertions, for educational
to the result, does not affect students’ intention to use LMS. In other institutions to better use the LMS, it is vital to ascertain that the system
words, students perceive that an LMS will be used if it allows them to has robust functionality and offers services of exceptional quality. The
feed their personal innovation and if it is useful for their academic present investigation revealed that system quality exerted the second
progress. Notably, personal innovativeness had a considerable impact most significant influence on students’ inclination to use LMS. The
on behavioral intention, with a path coefficient of 0.25, indicating that aforementioned observation aligns with the research outcomes of
it is an important contributor to students’ intention to use LMS. This Alkhateeb and Abdalla (2021) as well as Lwoga (2014). Both
finding is in line with earlier research (Ngafeeson and Sun, 2015; investigations conducted in this research have shown that system
Zwain, 2019). In this regard, the authors argue that students who are quality emerged as a very relevant factor in determining student
more technologically innovative will use the LMS system more. happiness. Conversely, the impact of service quality on student
We can conclude that students of innovative technology can easily satisfaction was found to be statistically insignificant. This emphasizes

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the significance of factors such as interactivity, navigation speed, and their educational endeavors. Even subsequent to the pandemic, numerous
layout in achieving student satisfaction, highlighting the relevance of universities have opted to integrate E-learning as a viable option to cater
quality considerations in this regard. Student satisfaction is positively to students’ demands for flexible learning opportunities. However, this
correlated with their perception of the LMS being interactive, transition poses a challenge in enhancing LMS platforms to effectively
including a suitable layout that facilitates easy access to information, engage students and facilitate the achievement of educational objectives.
and promptly addressing any issues that may arise. Alkateeb and This study proposes that educators should actively monitor student
Abdallah (Alkhateeb and Abdallah, 2021), it is essential that the engagement during virtual sessions and endeavor to enhance the features
system’s availability and the accompanying people address students’ of LMS platforms accordingly. The findings of this research indicate that
concerns and provide them with the necessary help, hence enhancing students’ intention to continue using LMS is positively influenced by
their overall happiness. their perception of the usefulness, system quality, and information
According to this study, the influence of perceived usefulness is the quality provided by the platform. Moreover, the study reveals that
most significant on students’ intentions to use LMS. The findings were personal innovation and the service quality offered by LMS are
consistent with recent studies conducted by Alkhateeb and Abdalla significant factors influencing students’ future utilization of such systems.
(Alkhateeb and Abdallah, 2021) and Bansah and Darko Agyei (2022) Educators play a pivotal role in leveraging the factors identified in
who found a strong connection between students’ perception of how this study to enhance student engagement within LMS. Firstly,
useful and informative the LMS is and their intention to use it. educators should focus on emphasizing the perceived usefulness of the
Furthermore, the findings are consistent with previous research by LMS among students. By clearly articulating how the LMS facilitates
Elameer and Idrus, (Elameer and Idrus, 2010) and Alkhateeb & Abdalla learning objectives, educators can instill a sense of value and relevance
(Alkhateeb and Abdalla, 2021), and Jafari et al. (Jafari et al., 2015) found in students, thereby encouraging their active participation.
that perceived usefulness was the second-highest factor that positively Additionally, educators need to prioritize the enhancement of system
impacted students’ future use of MOODLE, which is an open-source quality within the LMS platform. This involves ensuring that the
LMS. Such findings suggest that when students perceive that the system technical functionalities and user interface of the system are user-
provides them with useful information, they are more likely to continue friendly, reliable, and conducive to effective learning experiences.
using it for their academic purposes. In other words, students prefer to Regular assessments and updates to address any technical issues or
use an LMS because it helps them achieve their academic tasks and limitations are crucial in maintaining high system quality.
activities. This corresponds with the benefits of using an LMS, namely, Secondly, educators should place emphasis on service quality
for the students to upload their assignments, follow course progress, within the LMS environment. This entails providing prompt and
connect with other students’ posts, and contact their group regarding effective support to students regarding any queries or technical
their projects. This observation aligns with the majority of research challenges they encounter while using the platform. By offering
conducted on information systems, which indicates that individuals are responsive and personalized assistance, educators can foster a
more likely to use an information system if it assists them in completing supportive learning environment that encourages students to actively
their routine activities. The correlation between system quality and engage with the LMS. Furthermore, educators need to pay attention
intention is of considerable significance. If LMSs were of superior quality, to information quality within the LMS content. This involves curating
providing users with seamless navigation and uninterrupted interaction, and delivering high-quality, accurate, and relevant educational
students would be more inclined to actively participate in their usage. materials that cater to diverse learning styles and preferences. By
This discovery builds upon prior research on Technology Acceptance ensuring the availability of comprehensive and well-organized learning
Model (TAM), which has consistently shown that the ease of use of resources, educators can enhance students’ learning experiences and
technologies is the primary factor influencing consumers’ attitudes promote deeper engagement with the LMS. Lastly, educators should
towards technology adoption. encourage and foster a culture of personal innovation among students
The proposed model showed a strong impact of the construct of within the LMS environment. By empowering students to explore
information quality on students’ future use of LMS. Furthermore, the creative and innovative ways of utilizing the platform to achieve their
findings are consistent with previous research by Elameer and Idrus, learning goals, educators can inspire intrinsic motivation and
(Elameer and Idrus, 2010) and Alkhateeb & Abdalla (Alkhateeb and autonomy, leading to heightened engagement and academic success.
Abdalla, 2021), and Jafari et al. (Jafari et al., 2015), who found that
information quality is a key determinant of student satisfaction. This
seems reasonable, given that the goal of any LMS is to offer students Conclusion
current, accurate, and relevant information about their academic
materials. In other words, students are more satisfied with the system if The aim of this study was to investigate the influence of personal
the LMS meets their demands and makes information available innovation, perceived usefulness, system quality, service quality, and
whenever and wherever they need it. It also indicates that students are social presence on students’ intention to use LMS in the context of the
aware of the relevance of the material provided. UAE college and university environment. The results indicate that
students’ future use of LMS is determined by the benefits of the LMS
to students, the quality of the LMS, the quality of the services provided
Implications for educators by LMS, and the personal innovation that the system stimulates in
students, respectively. Overall, the factors identified in this study are
The onset of the COVID-19 pandemic and the consequent closely related to those extracted in previous studies. Specifically,
implementation of preventive measures necessitated higher education system quality and service quality emerge as the main E-learning
institutions and other educational bodies to adopt online LMS to sustain factors in the studies of Sharma et al. (2017), Ameen et al. (Ameen et

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al., 2019), and Cavus et al. (Cavus et al., 2021). This suggests that Actionable strategies for educational
universities should shift their perspective on the LMS as a platform institutions
that serves their customers, not just as a means to transfer knowledge
to students (Al-Nuaimi and Al-Emran, 2021). It can be argued that Based on the findings and contributions of the study, here are
such a direction is imperative for universities given that most IT some actionable requirements for online LMS in the context of UAE
applications already conform to such a trend because the current user colleges and universities:
is highly demanding and will seek another platform if their needs are
not met. 1. Enhanced System Quality: LMS platforms should prioritize
This study contributes significantly to the existing literature by reliability, responsiveness, ease of navigation, and feature
emphasizing the crucial role of service and system quality features in availability to ensure a positive user experience.
shaping the overall experience of students using LMS in the 2. Improved Service Quality: Institutions need to focus on
United Arab Emirates (UAE). The identified elements influencing providing high-quality services through the LMS, including
students’ inclination to utilize the LMS are system quality, service prompt technical support, clear communication channels, and
quality, and personal innovativeness. This research establishes a user-friendly interfaces to enhance student satisfaction.
connection between these factors and previously examined variables, 3. Integration of Personal Innovativeness: LMS should
such as perceived ease of use and perceived pleasure, proposing a incorporate features that stimulate personal innovativeness
potential integration to enhance the design of LMS and improve among students, encouraging them to explore new ways of
student satisfaction. It suggests that the notion of system quality has learning and engaging with course materials.
a comparable nature. This research has the potential to enhance the 4. Contextualized Perceived Usefulness: The perceived usefulness
understanding of users’ usage patterns in online learning systems, of the LMS should be tailored to match students’ academic
thereby enabling the promotion of active engagement with these needs and tasks, ensuring that the platform supports their
systems as a complementary alternative to traditional face-to-face coursework and assignments.
classrooms. Additionally, the research outcomes are expected to 5. Comprehensive Evaluation Framework: Develop a
provide insights into the formulation of approaches aimed at comprehensive framework for assessing LMS performance,
understanding and enhancing the utilization of LMS by students, incorporating factors such as system quality, service quality,
promising a sustainable learning experience among students engaged information quality, perceived usefulness, and social impact,
in online education. to provide insights into student adoption and usage patterns.
Another contribution of this article lies in the introduction and 6. Continuous Improvement Cycle: Implement a continuous
evaluation of a new research model that introduces new variables improvement cycle for LMS platforms based on feedback from
such as achieving academic tasks (manifested in the construct of students and faculty, ensuring that the system evolves to meet
perceived usefulness). Although the study’s model used TAM’s changing educational needs and technological advancements.
famous concept of perceived usefulness, the questions asked reflected 7. Training and Support: Provide comprehensive training and
the contextual benefits of the LMS (BlackBoard in this case). For support resources for both students and faculty to ensure a
instance, students were asked questions related to their online good utilization of the LMS, addressing usability issues and
learning environment and the benefits of the Blackboard platform for promoting user proficiency.
them. Examples of the questions include: using LMS enables me to 8. Accessibility and Inclusivity: Ensure that the LMS is accessible
accomplish my assignment tasks more quickly; using LMS makes it to all students, including those with disabilities, by adhering to
easier to perform my course-related tasks, and using LMS enhances accessibility standards and providing alternative formats for
the effectiveness of my course-related tasks. Initially, generic forms content delivery.
of the perceived usefulness construct based on TAM were used 9. Data Security and Privacy: Prioritize data security and privacy
during the survey design, but the sample of students found this measures within the LMS to protect sensitive student information
construct too general, leading to its contextualization to fit the and ensure compliance with relevant regulations and standards.
benefits of the LMS environment.
This study aims to evaluate the behavioral intention to use LMS
by consolidating several factors revealed in previous research into a Limitations and future research
comprehensive framework. While these elements have been
individually explored, they have not been collectively examined to Although the sample data were sufficiently large, the study’s
evaluate students’ adoption of LMS. Specifically, this research scope was limited to some colleges in the UAE. The next phase should
integrated the constructs of system quality, service quality, and encompass universities from diverse regions worldwide to develop a
information quality as proposed by Delone and McLean (2003) with more generalized model and yield broader results. For instance,
the perceived usefulness construct from the Technology Acceptance conducting similar research in countries with varying cultural,
Model (TAM). The objective was to examine the impact of these educational, and technological contexts could unveil unique insights
factors on students’ behavioral intention to use LMS. Additionally, into LMS adoption patterns and drivers. Moreover, the study relied
the research enhanced the suggested model by including a social on five variables extracted from research rich in TAM. An intuitive
impact element derived from the Unified Theory of Acceptance and progression would involve incorporating additional factors such as
Use of Technology (UTAUT) (Nguyen et al., 2014). These perceived enjoyment, students’ attitudes toward LMS, and facilitating
characteristics were shown to have predictive power in determining conditions. These variables have the potential to influence the
that around 75% of students had intentions to use a LMS during interactions among all factors, potentially altering the outcomes. For
the epidemic. example, perceived enjoyment may indicate students’ satisfaction

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with the user interface or the engaging nature of online learning Author contributions
materials, while students’ attitudes toward LMS could encompass
their perceptions of its relevance to their academic goals. HA: Conceptualization, Data curation, Formal analysis, Writing
While SEM is a well-established method for uncovering – original draft, Writing – review & editing, JD: Investigation,
relationships among latent constructs, leveraging other contemporary Methodology, Formal analysis, Validation, Writing – original draft,
tools could enhance the structural model. Modern data mining tools Writing – review & editing. FK: Project administration, Resources,
like Artificial Intelligence (AI) models, Support Vector Machine Software, Supervision, Writing – original draft, Writing – review &
(SVM), and Artificial Neural Network (ANN) could serve as editing. DH: Validation, Visualization, Writing – original draft,
supportive tools for confirming or disproving relationships among the Writing – review & editing.
study variables. For instance, AI models could analyze extensive
datasets to reveal hidden patterns or predict students’ behavior toward
LMS adoption based on various input variables. Funding
Furthermore, it is imperative for future studies to adopt a holistic
perspective that considers the multifaceted nature of LMS adoption. This The author(s) declare that no financial support was received for
entails recognizing the roles played by instructors, information technology the research, authorship, and/or publication of this article.
infrastructure, institutional support mechanisms, and other contextual
factors in shaping students’ experiences with LMS. For instance,
understanding how instructors’ teaching styles or institutional policies Conflict of interest
influence students’ perceptions of LMS usability and performance can
offer valuable insights for enhancing LMS implementation strategies. The authors declare that the research was conducted in the
We acknowledge that one of the limitations of this study is the absence of any commercial or financial relationships that could
length of the survey, which consisted of 60 items. However, given that be construed as a potential conflict of interest.
the survey was conducted at a time when students were accustomed
to working online, we believe this did not pose a significant issue. An
intuitive next step is to reduce the number of questions to improve Publisher’s note
the questionnaire’s usability and prevent respondent fatigue.
All claims expressed in this article are solely those of the authors
and do not necessarily represent those of their affiliated organizations,
Data availability statement or those of the publisher, the editors and the reviewers. Any
product that may be evaluated in this article, or claim that may
The raw data supporting the conclusions of this article will be made by its manufacturer, is not guaranteed or endorsed by
be made available by the authors, without undue reservation. the publisher.

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