Sulaiman Twana Tahseen
Department of Business Administration, College of Administration and Financial Sciences, University of Cihan-Erbil, Erbil, Kurdistan Region 44001 Iraq.
Educ Inf Technol (Dordr). 2023 Jun 8:1-19. doi: 10.1007/s10639-023-11936-w.
Although the successful implementation of the Learning Management System (LMS) in most of the universities in the Arab Gulf Countries (AGC), little consideration has been paid to exploring LMS usage. This paper provides a systematic review of the current literature focusing on the most critical factors influencing LMS usage in AGC. The extant literature was identified through six electronic databases from 2013 to 2023. Academic articles were reviewed if they contained a relevant discussion of the factors influencing LMS acceptance and adoption conducted in AGC. Results from a systematic review of 34 studies showed that 15 studies were centred in Saudi Arabia. The results also, revealed that Technology Acceptance Model was the dominant model employed, and students were the main subject of studies. Moreover, the quantitative approach was the preferred design. Overall, forty-one factors were identified, and the results show that the following eight factors appear most frequently: Perceived Ease of Use, Perceived Usefulness, Social Influence, Performance Expectancy, Effort Expectancy, Facilitating Conditions, Self-efficacy, and Attitude. This review will be valuable for future research and helpful for higher education decision-makers who intend to use eLearning to overcome the challenges they face in using LMS effectively.
尽管学习管理系统（LMS）在阿拉伯海湾国家（AGC）的大多数大学中都已成功实施，但对LMS使用情况的探索却很少受到关注。本文对当前文献进行了系统综述，重点关注影响AGC地区LMS使用的最关键因素。通过六个电子数据库检索了2013年至2023年的现有文献。如果学术文章包含对AGC地区影响LMS接受和采用因素的相关讨论，则对其进行审查。对34项研究的系统综述结果表明，有15项研究以沙特阿拉伯为中心。结果还显示，技术接受模型是主要采用的模型，学生是主要研究对象。此外，定量方法是首选的设计。总体而言，共识别出41个因素，结果表明以下八个因素出现频率最高：感知易用性、感知有用性、社会影响、绩效期望、努力期望、促进条件、自我效能感和态度。本综述对未来研究具有重要价值，对那些打算利用电子学习来克服在有效使用LMS方面所面临挑战的高等教育决策者也有帮助。
