User Satisfaction Factors on Learning Management Systems Usage

Tjong, Yanti; Sugandi, Lianna; Nurshafita, Alifah; Magdalena, Yulia; Evelyn, Clara; Yosieto, Novita Sari

doi:10.1109/icimtech.2018.8528171

Cited by 14 publications

(8 citation statements)

References 6 publications

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“…Other approaches try to evaluate an LMS system from the utility function. The reference [14] handled the satisfaction and usability factors of LMS using the Analytical Hierarchy Process (AHP) approach to determine satisfaction factors (accuracy, timeless, ease of use and format). They found that the design of an LMS interface will enrich the effectiveness of pedagogy.…”

Section: A Learning Management System Evaluationmentioning

confidence: 99%

Effective Framework of Pedagogy

Naz¹,

Khan²,

Mahmood³

2019

IJACSA

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Learning paths drive learners to proficiency by using a selected sequence of training activities under time constraints. Therefore, learners can regulate learning and give feedback for pedagogy improvements. Studying learning path evaluation provides a useful conceptual reference to enhance pedagogically. This paper proposes an approach based on the Plan-Do-Check-Act improvement cycle to systematically evaluate learning paths in learning management systems. The framework is a valuable resource that consolidates existing practices in learning management evaluation. Our approach integrates learning styles, learning profile, along with cognitive activities. The proposed framework was compared with current learning path methods. Results were competitive compared with related works.

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Section: A Learning Management System Evaluationmentioning

confidence: 99%

Effective Framework of Pedagogy

Naz¹,

Khan²,

Mahmood³

2019

IJACSA

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“…The EUCS instrument was used to measure users' satisfaction on Malaysian government's electronic systems [16], to evaluate the Brazilian Financial Administration's integrated system [17], and to analyze the satisfaction on Indonesia's Customs & Excise Information System and Automation [18]. EUCS was also applied for web-based information system [19], website [20][21][22], disaster mitigation information system [23], security system [24], police information system [25], voter data information system [26], government financial system [27], computerized accounting system [28,29], accounting information system [30,31], office information system [12], hospital and health care information system [14,[32][33][34][35][36][37], education or academic information system [38][39][40][41], e-learning or learning management system [42][43][44][45][46][47][48][49][50], online library [51], university grading system [11], university tuition fee system [52], conference management system [53], enterprrise resource planning system [15,…”

Section: Introductionmentioning

confidence: 99%

End User Computing Satisfaction on Digital Trade Facilitation in the Philippines

Castillo¹,

Villa²,

Encinas³

et al. 2022

jinita

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Digital trade facilitation is increasingly becoming essential in a modern customs environment. Many countries have started computerizing and automating their trade procedures, the success of which depends upon their government’s information technology development. In usability perspective, the most appropriate success measure of an information system is the end-users’ satisfaction. This study assessed the end-user computing satisfaction (EUCS) on digital trade facilitation in the Philippines, known as electronic to mobile (e2m) system. This also determined the profile of e2m clients and the differences on their satisfaction. This further established correlations among the dimensions of EUCS. The study is a descriptive-survey research, which used a valid and reliable EUCS questionnaire. The respondents consisted of 49 e2m clients who were selected conveniently. Statistical tests employed were Mann-Whitney U-Test, Kruskal-Wallis H-Test, and Spearman’s Correlation. Results showed that majority of respondents are customs brokers, most are 4-6 years in profession, and with more than 10 transactions in a month. The end-users were generally satisfied on the total EUCS, as well as in content, accuracy, and timeliness, while they were very satisfied in format, and ease of use. Results also revealed that there are significant differences on clients’ satisfaction on format when grouped to profession, on ease of use when grouped to years in profession, and on accuracy and total EUCS when grouped to number of transactions in a month. All the five EUCS dimensions have significant positive moderate to strong correlations with each other.

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“…According to Raza, et al [6], learning technologies and LMSs have proved effective in building effective learning environments during this challenging transition in our contemporary history. Apart from COVID-19, it is argued that the development of LMSs has changed the nature of learning and training [10][11][12][13]. According to Stone [14].…”

Section: Introductionmentioning

confidence: 99%

An Evaluation of the Localization Quality of the Arabic Versions of Learning Management Systems

Omar¹

2021

IJACSA

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The recent years have witnessed the development of numerous Learning Management Systems (LMSs) to address the increasing needs of individuals and institutions all over the world. For accessibility and commercial purposes, many of these LMSs are released in different languages using what is known as localization systems. In this regard, there has been a parallel between the development of LMSs on one hand and the localization systems on the other. One main aspect in the recent evaluation systems and studies of LMSs is localization quality. Despite the prolific literature on localization quality, very little has been done on Arabic localization. As thus, this study is concerned with the evaluation of the localization quality of the Arabic version of LMSs. In order to explore users' perceptions towards the Arabic versions of the LMSs, an online questionnaire was conducted. Participants were asked about their familiarity with LMSs and whether they used the Arabic versions of these systems. They were also asked about their experiences with the Arabic localization of these systems and whether they faced any problems in dealing with the Arabic version. The findings indicate that translation inconsistencies are the main problems with the Arabic versions of different LMSs including Blackboard Learn, Microsoft Teams, and Zoom. These problems have negative impacts on the effectiveness and reliability of these systems in schools, universities, and training institutions. For the proper implementation of LMSs both localization and translation should go hand-in-hand. Localization developers and LMSs designers need to consider the linguistic the peculiar linguistic features of Arabic. The findings of the study have implications to translation programs in Arab universities and training institutions. Program designers should integrate translation technologies and localization systems into translation studies. They need to consider the changes within the translation industry. The study was limited to the study of translation quality in the Arabic versions of the localized LMSs. The localization quality of other software programs, games, websites, and applications needs to be explored. Finally, it is recommended to develop a quality matrix that encompasses all the dimensions and peculiarities of Arabic localization.

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User Satisfaction Factors on Learning Management Systems Usage

Cited by 14 publications

References 6 publications

Effective Framework of Pedagogy

Effective Framework of Pedagogy

End User Computing Satisfaction on Digital Trade Facilitation in the Philippines

An Evaluation of the Localization Quality of the Arabic Versions of Learning Management Systems

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