Reimagining E-Learning Systems: Aligning Factors Influencing Student Expectations

This study examines the combined influence of digital competencies and perceived usefulness on system usage and e-learner satisfaction within an e-learning framework. The post-COVID-19 landscape is propelling Southeast Asian countries into an unprecedented transition towards digital learning, thereby amplifying the significance of identifying these critical factors. Prior research has predominantly examined digital skills and perceived usefulness in isolation, while the critical investigation of their combined effect on sustaining engagement and satisfaction remains insufficiently explored. This study assesses the combined impact of digital competency and perceived platform utility on learner interactions with e-learning systems by analyzing Likert-scale survey data from 229 university students. Findings indicate that while enhanced digital skills significantly facilitate system usage and navigation, they do not correspond with learner satisfaction. Satisfaction, conversely, is primarily influenced by perceived usefulness as it aligns with learners' academic objectives and fosters continued engagement. This study addresses technical skills and perceived usefulness, offering guidance for enhancing e-learning platforms and strategic direction to improve e-learning experiences, especially in the emerging digital market. These findings underscore the imperative for user-centered e-learning system design that accommodates evolving learning environments within a digitally transforming context