Effect of Learner-Content Interaction on Perceived Learning Outcomes: The Mediating Role of Creative Problem-Solving Ability and the Moderating Effect of LMS Usefulness

This study examined the effect of learner content interaction on perceived learning outcomes, focusing on the mediating role of creative problem-solving ability and the moderating role of learning management system(LMS) usefulness. The research model was grounded in the Interactive Constructive Active Passive(ICAP) framework and the Information System Success Model (DeLone & McLean, 2003). Survey data were collected from 248 university students enrolled in LMS-based courses at universities in Busan, South Korea. Using SPSS 29.0 and the PROCESS macro(Preacher & Hayes, 2008), hierarchical regression and bootstrapping analyses were conducted.<br/> The results revealed that learner content interaction significantly and positively predicted creative problem-solving ability and perceived learning outcomes. Creative problem-solving ability partially mediated the relationship between learner content interaction and perceived learning outcomes. Furthermore, LMS usefulness attenuated the effect of learner content interaction on creative problem-solving ability. These findings suggest that learner content interaction facilitates cognitive transfer to perceived outcomes through creative problem solving, yet high LMS usefulness may reduce exploratory learning by fostering procedural dependency. Therefore, instructional design should incorporate inquiry-oriented tasks, meaningful feedback, and performance-based assessments. In addition, LMS functions should be optimized to encourage autonomous thinking rather than procedural dependency.