German and Swedish students going digital: do gender and interaction matter in quality evaluation of digital learning systems?

Abstract

ABSTRACT This study aims to examine the difference in students’ satisfaction with the Quality Characteristics (QualChar) of the Digital Learning Systems (DLs) with regards to gender and frequency of interaction between students-students and students-teachers. A cross-sectional online quantitative survey was used to collect data from English language business administration and social sciences online master’ students at eight German and Swedish Universities. The t-test shows that in both German and Swedish settings male students are more satisfied with the QualChar of DLs. Further analysis of multidimensional QualChar shows that German male students are more satisfied with the intrinsic and contextual QualChar of DLs – contextual, accessible, and actionable QualChar of DLs are important for Swedish male students. Concerning students’ interaction frequency with teachers and students, the ANOVA test revealed a statistical difference in the German students’ satisfaction with QualChar of DLs – while no difference was found for Swedish students. German student respondents are active in their interaction with teachers and other students which is associated with their satisfaction with QualChar of DLs. This study contributes to the literature in shedding light on the German and Swedish students’ satisfaction with the QualChar of the DLs highlighting the differences by gender and interaction frequency.