Investigating the impact of space design, visual attractiveness and perceived instructor presence on student adoption of
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Investigating the impact of space design, visual attractiveness and perceived instructor presence on student adoption of learning management systems Amir Hossein Ghapanchi 1,2 & Afrooz Purarjomandlangrudi 3 & Alasdair McAndrew 1 & Yuan Miao 1 Received: 10 November 2019 / Accepted: 28 April 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Education industry has available a range of educational technologies to support student learning. A Learning Management System (LMS) is one of the most important educational technologies used in the tertiary sector, providing an online platform for teaching, as well as supporting student learning. Despite all the effort put through deployment of most LMSs, in many universities, a below expectation student engagement and acceptance of the LMS is normally reported. To address this issue, this paper develops a conceptual model and investigates the impact of space design, visual attractiveness and perceived instructor presence on student acceptance of LMS. The results generally confirmed the positive impact of space design, visual attractiveness and perceived instructor presence on student acceptance of LMS. The only hypothesis which was not confirmed by the data of this study was the impact of perceived instructor’s presence on the LMS perceived usefulness. Keywords Learning management systems . LMS . User adoption . Perceived instructor
presence
* Amir Hossein Ghapanchi [email protected] Afrooz Purarjomandlangrudi [email protected] Alasdair McAndrew [email protected] Yuan Miao [email protected] Extended author information available on the last page of the article
Education and Information Technologies
1 Introduction Introduced in 1990s, Learning Management System (LMS) is a web based platform that utilizes the internet services to provide an online environment for users to develop, design, deliver, and maintain subjects as well as carrying out administrative activities such as enrolling and grading students, monitoring and tracking their performance and etc. (Al-Fraihat et al. 2020; Dagger et al. 2007). The LMS platform also provides services such as online tests, quizzes and surveys operating under web 2.0 platforms (Coates et al. 2005; Dahlstrom et al. 2014). This technology is widely adopted in many academic institutions (Dahlstrom et al. 2014; Hussein et al. 2011) and is the primary system applied by higher education organizations across the world (Al-Sharhan et al. 2020; Alturki and Aldraiweesh 2016; Liu et al. 2019; Persico et al. 2014). Many higher education institutions across the world utilize the LMS technology for their teaching and learning activities. The current report by EDUCAUSE presented that the rate of LMS adoption by institutions has been raised by 99% for institutions and 88% for faculty (Jeffrey Pomerantz and Brooks 2018). LMS has been adopted increasingly by the Australian universities (Singh and Miah 2019). The global online platforms in education was worth around $107 million at the end of 2015 an
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