Abstract

Purpose: This study investigates the impact of e-learning service quality—specifically content, system, and service quality—on e-learning satisfaction. It further explores the mediating effects of perceived consistency and personalization in the relationship between e-service quality and learning satisfaction, as well as the moderating effects of online learning self-efficacy. Research design, data and methodology: A research model was developed based on previous studies, incorporating hypotheses about the relationships among e-learning service quality (content, system, and service), perceived consistency, perceived personalization, online learning self-efficacy, and e-learning satisfaction. Data were collected through surveys administered to e-learning users. Statistical analyses, including regression and mediation/moderation tests, were performed to validate the hypotheses. The collected data were analyzed using Smart PLS and SPSS Macro version 3.5 to test the research model. Conclusion: The results revealed that e-service quality (content quality and service quality) significantly influences learning satisfaction. The mediating effects of perceived consistency and perceived personalization were partially significant. Furthermore, online learning self-efficacy was found to significantly moderate the relationship between content quality and learning satisfaction, emphasizing its critical role in enhancing user engagement and satisfaction