What drives E-learning platform adoption in higher education? Evidence and actionable insights: A bibliometric and PRISMA review

This review integrates a bibliometric analysis and a PRISMA-based systematic review to identify the factors influencing undergraduate students’ adoption of e-learning platforms and to outline research gaps, including the fragmentation of existing studies, the limited integration of emerging psychological and system-related variables beyond traditional technology adoption models, and the lack of comprehensive syntheses combining bibliometric and systematic review approaches. A Web of Science search (2005–2024) yielded 599 records; 45 empirical studies met inclusion criteria. Most studies employed quantitative, cross-sectional designs. Moodle (47%), Blackboard (16%), Microsoft Teams (13%), and Google Classroom (11%) dominated, while commercial platforms and MOOCs received limited attention (9%). TAM, UTAUT, UTAUT2, and DOI were the most common theoretical models. PLS-SEM (58%) and CB-SEM (27%) prevailed analytically. Perceived usefulness and perceived ease of use were consistent predictors of behavioral intention (R 2 > 0.60). Bibliometric trends show accelerated growth since 2020, led by China, Malaysia, Saudi Arabia, Spain, and the United States. Key limitations include self-report data, cross-sectional designs, and reliance on TAM/UTAUT. Future studies should adopt longitudinal methods, integrate usage-log data, and examine emerging variables such as digital self-efficacy and self-regulated learning. The latter points shift away from outdated user adoption models. These findings also provide practical insights for higher education institutions and platform developers by highlighting the importance of usability, institutional support, and pedagogically integrated digital learning environments.