Theorising and modeling interface design quality and its predictive influence on learners’ post adoption behaviour in e-learning course environments
Abstract
The current study, guided by the cross-sectional survey method, assessed interface design quality,
and its predictive ability on E-learners’ post-adoption behavior in E-learning course environments.
DeLone and McLean’s Information Systems Success Model, Khan’s E-learning Framework, and
Bhattacherjee’s Information System Continuance Model formed the current study's theoretical
underpinning. Data for the study were collected from 232 E-learners in selected Ugandan higher
learning institutions, using a 38-item self-administered questionnaire. Principal Components
Analysis produced a four-factor structure of interface design quality that comprised of content
interactivity, accessibility design, system navigation, and visual-aesthetics design, which were
found to be valid and reliable using Confirmatory Factor Analysis. The Structural Equation Model
fit indices revealed that the hypothesised model achieved adequate goodness-of-fit to the data.
Regarding the structural relationships, the four factors were found to be statistically significant
predictors of E-learners’ satisfaction; and in-turn, satisfaction impacted learning agility. The results
have clearly aligned with the study's theoretical framework, buttressing existing empirical data on
interface designs and end-user post adoption with E-learning interventions. The current study is
crucial for making evidence-based pedagogical and design decisions by key E-learning
stakeholders for the successful implementation and continued use of digital learning solutions in
higher education contexts.