Explore Factors and Moderators Affecting E-learning System Success

Abstract

We incorporate perceived information quality, interactivity of system, task complexity and perceived utilitarian value to IS success model of DeLone and McLean (1992). We are able to capture the impacts of these variables and explain their effects on e-learning system success.  Task complexity is used as a moderating variable on how system interactivity and information quality affect perceived learning utilitarian value. Our study shows that system interactivity and information quality positively affect perceived learning utilitarian value, and perceived learning utilitarian value impacts actual learning performance. Task complexity has moderating effects on e-learning system success.