An integrative model to enhance students’ satisfaction in the use of e-learning systems in a developing country context

Purpose Through the lens of the information systems success model, self-determination theory, and TAM2, this study proposes and tests an integrative model to investigate students’ satisfaction with the use of e-learning systems in higher education institutions in a developing country context. Design/methodology/approach This study adopted a quantitative approach. Based on data collected from a sample of 185 students, the study used partial least squares-structural equation modeling to investigate and test the model’s hypothesized relationships. Findings This study revealed that gamification significantly influences behavioral intention and learning engagement. Also, our study suggests that behavioral intention significantly influences learning engagement and students’ actual use of e-learning systems. In addition, our study revealed that learning engagement significantly influences students’ satisfaction. Originality/value This study contributes theoretically and practically by proposing an integrative model to investigate the antecedents to students’ satisfaction in the context of developing countries. In addition, this study extends the research stream of gamification and perceived security within the e-learning context in developing countries.