Evidence map›Paper›PMID 34027191›Full record

ArticleHeliyon2021

Moderating effects of academic involvement in web-based learning management system success: A multigroup analysis.

Sangeeta Mehrolia, Subburaj Alagarsamy, M Indhu Sabari

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Heliyon, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed.

  1. Article
  2. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

3 authors.

Sangeeta MehroliaSchool of Business and Management, Christ University, Bangalore, India.
Subburaj AlagarsamySchool of Business and Management, Christ University, Bangalore, India.
M Indhu SabariSchool of Business and Management, Christ University, Bangalore, India.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

While several educational institutions in India, in accordance to global practices, have adopted Web-Based Learning Management Systems (WLMS) to supplement classroom courses, it is largely seen that these WLMSs fail in their objectives, leading to little or no return on investments. The study aims to define the factors that affect students' acceptance of a web-based learning management system and test the moderating effect of their academic involvement in the success of a WLMS. 477 valid questionnaires were collected from university/college students to empirically test the research model using the structural equation modelling approach. The results concludes that indirect and direct effects account for 49% of the variation in the intention to use, which is explained by technical system quality, information quality, educational quality, service quality of the technical support team and user satisfaction. High academic involvement moderates the impact of different service qualities of the WLMS on user satisfaction, intention to use the system, and success of the WLMS. Based on the findings, theoretical and managerial implications are discussed.

Indexed as

Higher educationIS success modelModeration analysisStructural equation modellingStudent involvementWeb-based learning management system

Identifiers

PMID34027191
PMCPMC8120932

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.