Student satisfaction with learning management systems: A growth model of belief and use

Learning management systems (LMSs) have been launched in universities and other schools. However, because the use of such technology in schools is relatively new in the blended context, it is essential to understand whether students will accept and continue to use it. In this study, longitudinal latent growth modelling was used to examine the relationship between changes to LMS use and belief, and satisfaction with LMS among 1179 students, mostly between 12 and 13 years old, from 25 Hong Kong schools. Both LMS use and belief had positive linear growth over time. We observed individual differences in the students' initial level of belief and the rate at which their belief changed. In addition, individual differences in the students' initial level of LMS use were observed. However, there were no individual differences in their rate of change for LMS use. The initial level of belief and increased LMS use were directly associated with system and learning satisfaction with LMS. Changes to LMS use mediated the relationship between changes to beliefs and system and learning satisfaction with LMS. Practitioner Notes What is already known about this topic Extensive studies of technology acceptance have been conducted taking a cross-sectional approach. Previous technology acceptance studies are focused on users in organisations or students in higher education. Technology acceptance studies explored users' continuance technology use as the extension of initial acceptance, and a set of determinants have been established to predict and explain users' acceptance and continued use of technologies, and user satisfaction. What this paper adds A growth model of belief and use to explore the dynamic changes of LMS belief and use and how they impact on satisfaction was proposed. The model was tested by a three-wave longitudinal survey data set, which is a random sample that covered diverse academic ability levels of junior secondary students from 25 schools in Hong Kong. This study would make a significant contribution towards a better understanding about students' acceptance and continuance of LMS and e-learning technology. Implications for practice and/or policy Facilitating students to form positive LMS/e-learning beliefs is critical to ensure satisfaction and the continuance use of LMS/e-learning technologies. It is important for teachers and system designers to put more effort towards supporting students' belief in perceived ease of use, so that they would find LMS easy to use. Teachers should endeavour to create positive LMS use experiences and encourage more frequent use of the LMS for different learning tasks.