Moderating effect of learning styles on a learning management system’s success

Abstract

This study uses the DeLone and McLean model to determine the moderating impact of learning styles on the success of learning management systems from a student’s point of view. The main objectives of this research are: (1) to evaluate the Delone and McLean model of information system success in the context of learning management systems and, (2) to determine the effect of the learning styles of students on this model. An in-person survey of 258 engineering students was used to evaluate the research model. The analysis is based on structural equation modelling, specifically partial least squares. The results indicate that the research model explains use, user satisfaction, and perceived benefits of a learning management system. In addition, the Felder-Silverman learning styles (sensing-intuitive, visual-verbal; active-reflective; sequential-global) modify the strength of the relationships between the variables of the success model.