Shanomae Rose & Seion Britton (2025)
View PDF Published: 2025-09-01
Shanomae Rose ✉️, Seion Britton. Department of Environmental Studies, Faculty of Earth and Environmental Sciences, University of Guyana – Turkeyen Campus. Greater Georgetown, Guyana.
https://doi.org/10.52377/IFIQ3473
Abstract
Higher education has embraced the use of learning management systems such as Moodle to enhance interaction during course delivery. This research examined how perceived ease of use, perceived usefulness, and computer self-efficacy influenced Moore’s (1989) three types of interaction via Moodle and ultimately student satisfaction. Multiple regressions and ANOVA were conducted using R to determine the relationship between learner-interface and the other types of interactions. Quantitative data was collected from 84 students using a Qualtrics survey that captured demographic information and the students’ perceptions of Moodle. The ANOVA revealed that perceived ease of use and perceived usefulness significantly (p < .001) influenced learner-instructor, learner-content, and learner-learner interactions, while computer self-efficacy affected only learner-instructor and learner-content. Multiple regression showed perceived ease of use (β = 0.417, p = .006) and perceived usefulness (β = 0.503, p < .001) to be strong predictors of student satisfaction, collectively explaining 55% of its variance; however, computer self-efficacy did not significantly influence student satisfaction. The findings suggest that students, regardless of their computer capabilities, determined Moodle’s value based on lecturers’ technological and pedagogical competence.
Keywords: Moodle, interaction, student satisfaction
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