Factors Affecting Undergraduates’ Behavioral Intention to Use the Learning Management Systems

https://doi.org/10.9743/JEO.2024.21.3.7

Abstract

The purpose of this paper is to analyze factors that affect the behavioral intentions of undergraduate students to use blended learning methods. The research uses the three-tier use model (3-TUM) to explore the influencing behavioral factors of students at the undergraduate level to use LMSs. The research was carried out at a university and consisted of undergraduate students majoring in business-related fields. Students responded to online questionnaires administered at the end of the semester concerning their experience with the LMS. A customized Moodle platform was used to measure the user’s perceived usefulness, perceived satisfaction, and perceived ease of use with the LMS. Results show that interactivity in portal and self-efficacy have a direct impact on all second-tier constructs, while multimedia instruction influences only perceived usefulness and perceived satisfaction. In addition, perceived usefulness impacts perceived satisfaction. Perceived usefulness and perceived ease of use significantly impact behavioral intention of students to use learning platforms, while the relation between perceived satisfaction and behavioral intention was unindicative. The study confirms that the individual experience of users and the quality of the system affect the successful implementation of an LMS and its adoption by users.