Theoretical and empirical models underlying the teaching use of LMS platforms in higher education: a systematic review

Abstract

AbstractThe Learning Management Systems (LMS) have garnered attention in Higher Education due to their significant potential as a robust learning tool; however, their mere existence does not guarantee adoption and acceptance. The objective of this study was to analyze quantitative research on the intention and usage of LMS among university professors. The method employed was a systematic review following PRISMA guidelines. Databases such as Scopus, WOS, EBSCOhost, and SciElo were explored from 2013 to 2023. The results indicated that (a) the most frequent objective was to determine factors influencing LMS usage, (b) the average number of participants was 239, (c) the highest productivity (61%) was observed in Asia, (d) the most common limitation about the sample, (e) the most frequently used theoretical model (69%) was the Technology Acceptance Model, (f) the models also included other variables grouped into personal, technological, social, and institutional factors; (g) The predictive power of the models on LMS usage intention was moderate, while for current LMS usage, it ranged from small to moderate; (h) measurements were self-reported; (i) ultimately, the majority measured only the intention of LMS usage (54%), 15% measured only the current usage of LMS, and 31% measured both. In conclusion, limitations, future research directions, and recommendations for the integration and consolidation of LMS usage by faculty are presented.