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This study examines the key factors influencing e-learning satisfaction among students at the Royal University of Phnom Penh (RUPP) in the context of the rapid transition to online education after the COVID-19 pandemic. Grounded in the DeLone and McLean Information Systems Success Model and the Technology Acceptance Model (TAM), data from 437 students were analyzed using Structural Equation Modeling (SEM). The results reveal that e-System Quality (ESQ), e-Information Quality (IQ), and e-Service Quality (ESS) all significantly affect students’ Perceived Usefulness (PU) and Perceived Ease of Use (PEU). High system quality, such as stable platforms and user-friendly interfaces, along with accurate, relevant content and responsive support services, is crucial in enhancing students’ perceptions of E-learning systems, especially given the digital infrastructure challenges in Cambodia. Both PU and PEU were found to be strong predictors of overall e-learning satisfaction (ELS), with PU having the greater influence. These findings highlight the need for Cambodian higher education institutions to invest in reliable systems, regularly update course materials, and strengthen support services. Doing so will not only improve student satisfaction but also promote sustained engagement and successful e-learning adoption.

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Factors Influencing E-Learning Satisfaction Among University Students: An Empirical Study of Online Learning at the RUPP

  • 会议论文

  • 发表日期：

    2026年

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  • Phichhang Ou,
  • Davit Nuon,
  • Moniratanak Mey,
  • Sary Ken,
  • Soknan Tong

摘要

This study examines the key factors influencing e-learning satisfaction among students at the Royal University of Phnom Penh (RUPP) in the context of the rapid transition to online education after the COVID-19 pandemic. Grounded in the DeLone and McLean Information Systems Success Model and the Technology Acceptance Model (TAM), data from 437 students were analyzed using Structural Equation Modeling (SEM). The results reveal that e-System Quality (ESQ), e-Information Quality (IQ), and e-Service Quality (ESS) all significantly affect students’ Perceived Usefulness (PU) and Perceived Ease of Use (PEU). High system quality, such as stable platforms and user-friendly interfaces, along with accurate, relevant content and responsive support services, is crucial in enhancing students’ perceptions of E-learning systems, especially given the digital infrastructure challenges in Cambodia. Both PU and PEU were found to be strong predictors of overall e-learning satisfaction (ELS), with PU having the greater influence. These findings highlight the need for Cambodian higher education institutions to invest in reliable systems, regularly update course materials, and strengthen support services. Doing so will not only improve student satisfaction but also promote sustained engagement and successful e-learning adoption.