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The present study investigated the relationships between perceived usefulness of an e-learning platform, e-learning satisfaction, and academic performance within the framework of the Technology Acceptance Model (TAM). Data were collected from 65 participants using questionnaires distributed via Google Forms. Regression analyses were run to investigate the effects of the predictor variables (i.e., perceived ease of use, perceived usefulness, and academic satisfaction) on the participants’ e-learning satisfaction and academic performance. The findings indicated that among the predictor variables perceived usefulness significantly predicts e-learning satisfaction. This finding suggests that students who perceive the platform as useful are more likely to have a positive learning experience. Additionally, e-learning satisfaction was found to have a significant effect on academic performance. However, no significant relationship was found between overall academic satisfaction and e-learning satisfaction. The findings offer important implications for educators and institutions with respect to enhancing digital and blended learning experiences and practices.

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Effects of E-Learning Acceptance on Academic Performance and E- Learning Satisfaction Among College Students in a Blended Learning Context

  • 会议论文

  • 发表日期：

    2025年

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  • Ehsan Rassaei,
  • Peter Mitchell

摘要

The present study investigated the relationships between perceived usefulness of an e-learning platform, e-learning satisfaction, and academic performance within the framework of the Technology Acceptance Model (TAM). Data were collected from 65 participants using questionnaires distributed via Google Forms. Regression analyses were run to investigate the effects of the predictor variables (i.e., perceived ease of use, perceived usefulness, and academic satisfaction) on the participants’ e-learning satisfaction and academic performance. The findings indicated that among the predictor variables perceived usefulness significantly predicts e-learning satisfaction. This finding suggests that students who perceive the platform as useful are more likely to have a positive learning experience. Additionally, e-learning satisfaction was found to have a significant effect on academic performance. However, no significant relationship was found between overall academic satisfaction and e-learning satisfaction. The findings offer important implications for educators and institutions with respect to enhancing digital and blended learning experiences and practices.