Exploring the Acceptance and User Satisfaction of AI-Driven e-Learning Platforms (Blackboard, Moodle, Edmodo, Coursera and edX): An Integrated Technology Model

Abstract

As e-learning platforms gain traction globally, understanding students’ perceptions and intentions towards these platforms is paramount, especially within the context of Saudi universities, where e-learning is rapidly emerging as a transformative educational tool for sustainable development. This study examined the influence of different AI-based social learning networks, personal learning portfolios, and personal learning environments on Saudi university students’ perceived usefulness and ease of use regarding AI-driven platforms (Blackboard, Moodle, Edmodo, Coursera and edX). Furthermore, the study explored the direct effects of these perceptions on students’ satisfaction and intentions to use e-learning. The study also delved into the moderating effects of individual characteristics like readiness for self-directed e-learning, self-efficacy, and personal innovativeness on students’ e-learning intentions. A cross-sectional design was employed, collecting self-reported data from a strong sample of Saudi university students using stratified random sampling. The study targeted 500 students from different universities in Saudi Arabia. Results underscored the significant influence of AI-based social learning networks, personal learning portfolios, and personal learning environments on perceived usefulness and ease of use. Both perceived usefulness and ease of use also significantly and positively influenced satisfaction, influencing students’ attitudes toward e-learning but not their intention to use it. Student characteristics, especially self-efficacy, showed notable impacts on e-learning intentions. However, their interaction with satisfaction yielded insignificant effects on intentions.