Enhancing digital learning
The role of LMS features and usability in student engagement and academic performance
Bibliographic Data
| ID | 22436846 |
|---|---|
| Authors | Sharmila Devi Vasu (INTI International University), Esayas Teshome Taddese (0000-0001-8988-7311, INTI International University, corresponding author), Bereket Merkine Gebresilase (0000-0001-9692-1266, Shandong Xiehe University), Kelemu Zelalem Berhanu (0000-0001-5397-8780, University of Johannesburg), Zebdewos Zekarias Elka (0000-0002-1864-6956, Wolaita Sodo University), A Shorouk (0000-0002-2313-1033, Ajman University) |
| Year | 2026 |
| Volume | 5 |
| Issue | 1 |
| Publication date | 2026-05-20 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Discover Education (JOURNAL) |
| Journal identifiers | ISSN: 2731-5525 • E-ISSN: 2731-5525 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s44217-026-01647-y |
| OpenAlex | W7161798413 |
| Language | EN |
| Citations received | 1 |
| References cited | 30 |
This study explores how the Learning Management System (LMS) features and its usability affect students’ engagement and influence their perceived academic performance in the higher education of Malaysia. Grounded on the Technology Acceptance Model (TAM) and Self-Determination Theory (SDT), it employs a qualitative phenomenological approach to study the students’ lived experiences in using the LMS platforms. Data was collected through semi-structured interviews and focus groups involving 15 students from various education levels and courses. The study identifies gamification, quizzes, discussion forums, and real-time feedback as the key motivators for student engagement with LMS platforms. Critical usability factors, such as ease of navigation and accessibility, support independent learning and time management. However, the inconsistency of instructors in using the LMS platform and the technical issues associated with LMS challenge student engagement and limit the effectiveness of LMS. The findings highlight the importance of institutional support, prior digital literacy, and simple, intuitive LMS interfaces to optimize the digital learning environment. This research provides practical insights for educators, institutes, policymakers, and LMS developers, contributing to SDG 4 by promoting an effective and inclusive digital learning environment.
Blended Learning · Focus group · Higher education · Learning analytics · Learning Management · Qualitative research · Student engagement · Technology Acceptance Model · Usability · Educational Games and Gamification · Technology Adoption and User Behaviour · Technology-Enhanced Education Studies
Social presence in relation to students' satisfaction and learning in the online environment
The technology acceptance model (TAM)
Social Isolation and Acceptance of the Learning Management System (LMS) in the time of Covid-19 Pandemic
Exploring the critical challenges and factors influencing the E-learning system usage during Covid-19 pandemic
A Theoretical Extension of the Technology Acceptance Model
Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology
Intrinsic Motivation and Self-Determination in Human Behavior
The impact of internship experience and career aspirations on the academic performance of railway electrical automation students in China
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Podcast-integrated speaking instruction
Using thematic analysis in psychology
Naturalistic inquiry
How Many Interviews Are Enough
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |