The Influence of User Interaction Quality on Learner Satisfaction in E-Learning Systems

Muhammad Nizar Ayubi; Khairul Umam; Abdul Manan

doi:10.71094/trol.v1i1.1

Authors

Muhammad Nizar Ayubi Department of Information Systems, Universitas Indonesia, Depok, Indonesia
Khairul Umam Department of Information Systems, Universitas Indonesia, Depok, Indonesia
Abdul Manan Department of Information Systems, Universitas Indonesia, Depok, Indonesia

DOI:

https://doi.org/10.71094/trol.v1i1.1

Keywords:

e-learning systems, learner satisfaction, user interaction quality, higher education, PLS-SEM

Abstract

The increasing adoption of e-learning systems in higher education has highlighted the importance of delivering high-quality learning experiences that promote student satisfaction. This study investigates the influence of User Interaction Quality on Learner Satisfaction by integrating five dimensions of interaction: learner-interface interaction, learner-content interaction, learner-instructor interaction, learner-learner interaction, and learner-system interaction. A quantitative explanatory research design was employed using a cross-sectional survey of undergraduate students who actively used institutional e-learning platforms. Data were collected through a structured questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The measurement model demonstrated satisfactory validity and reliability, confirming the adequacy of the research instrument. The structural model revealed that all dimensions of User Interaction Quality positively and significantly influenced Learner Satisfaction. Learner-interface interaction and learner-instructor interaction exhibited the strongest effects, followed by learner-content interaction, learner-system interaction, and learner-learner interaction. These findings indicate that learner satisfaction is determined not only by technological performance but also by effective instructional communication, meaningful interaction with learning content, collaborative learning opportunities, and reliable system functionality. The study contributes to the e-learning literature by proposing a comprehensive interaction-based framework for evaluating learner satisfaction. The findings also provide practical recommendations for higher education institutions to improve e-learning quality through integrated technological, instructional, and collaborative strategies that enhance student engagement and support sustainable digital learning environments.

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