IJIET 2026 Vol.16(6): 1624-1633
doi: 10.18178/ijiet.2026.16.6.2627
doi: 10.18178/ijiet.2026.16.6.2627
Divergent Success Mechanisms in LMS Adoption: A Multi-Group Analysis of Teachers and Students Perspectives
I Made Dharma Putra1,*, Ni Nyoman Parwati2, Ketut Agustini3, I Wayan Sukra Warpala4,
I Kadek Suartama5, and
Dewa Gede Hendra Divayana6
1. Doctoral Program Students of Educational Technology Faculty of Education, Universitas Pendidikan Ganesha, Singaraja, Indonesia
2. Department of Mathematics Education Faculty of Mathematics and Natural Sciences, Universitas Pendidikan Ganesha, Singaraja, Indonesia
3. Magister of Educational Technology PostGraduate, Universitas Pendidikan Ganesha, Singaraja, Indonesia
4. Department of Biology Education Faculty of Mathematics and Natural Sciences, Universitas Pendidikan Ganesha, Singaraja, Indonesia
5. Department of Educational Technology Faculty of Education, Universitas Pendidikan Ganesha, Singaraja, Indonesia
6. Department of Informatics Education Faculty of Engineering and Vocational, Universitas Pendidikan Ganesha, Singaraja, Indonesia
Email: dharma.putra@student.undiksha.ac.id (I.M.D.P.); nyoman.parwati@undiksha.ac.id (N.N.P.); ketutagustini@undiksha.ac.id (K.A.); wayan.sukra@undiksha.ac.id(I.W.S.W.); ik-suartama@undiksha.ac.id(I.K.S.) ; hendra.divayana@undiksha.ac.id (D.G.H.D.)
*Corresponding author
2. Department of Mathematics Education Faculty of Mathematics and Natural Sciences, Universitas Pendidikan Ganesha, Singaraja, Indonesia
3. Magister of Educational Technology PostGraduate, Universitas Pendidikan Ganesha, Singaraja, Indonesia
4. Department of Biology Education Faculty of Mathematics and Natural Sciences, Universitas Pendidikan Ganesha, Singaraja, Indonesia
5. Department of Educational Technology Faculty of Education, Universitas Pendidikan Ganesha, Singaraja, Indonesia
6. Department of Informatics Education Faculty of Engineering and Vocational, Universitas Pendidikan Ganesha, Singaraja, Indonesia
Email: dharma.putra@student.undiksha.ac.id (I.M.D.P.); nyoman.parwati@undiksha.ac.id (N.N.P.); ketutagustini@undiksha.ac.id (K.A.); wayan.sukra@undiksha.ac.id(I.W.S.W.); ik-suartama@undiksha.ac.id(I.K.S.) ; hendra.divayana@undiksha.ac.id (D.G.H.D.)
*Corresponding author
Manuscript received December 13, 2025; revised January 14, 2026; accepted February 6, 2026; published June 18, 2026
Abstract—The Learning Management System (LMS) is becoming a standard in the educational sector, and the success is frequently evaluated through a generalized perspective that may overlook the distinct needs of different user groups. Therefore, this study aimed to evaluate LMS success by applying the DeLone and McLean information system success model and examining the moderating role of user groups. The objective was to determine how the structural relationships in the model differed between students and teachers. A quantitative cross-sectional survey was conducted with 248 active users at a single public senior high school in Bali, Indonesia. The study instrument was developed based on validated indicators from established literature to ensure content validity. During the process, data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) combined with Multi-group Analysis. The results showed that the proposed model signified strong explanatory power for user satisfaction and perceived net benefits. The analysis showed meaningful differences in several structural paths, specifically, information quality exerted a stronger influence on intention to use and satisfaction among students. On the other hand, the system quality signified a stronger effect for teachers. The outcomes showed that LMS success was shaped by functional user roles, reflecting differences in how system features and content were used. Although this study was limited to a specific institutional context, the process provided empirical evidence that incorporating user roles improved the assessment of system success. In a practical context, the results recommended that development should prioritize content quality for students and system reliability for teachers.
Keywords—learning management system, information system success model, multi-group analysis, user role, Partial Least Squares Structural Equation Modeling (PLS-SEM)
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—learning management system, information system success model, multi-group analysis, user role, Partial Least Squares Structural Equation Modeling (PLS-SEM)
Cite: I Made Dharma Putra, Ni Nyoman Parwati, Ketut Agustini, I Wayan Sukra Warpala, I Kadek Suartama, and Dewa Gede Hendra Divayana, "Divergent Success Mechanisms in LMS Adoption: A Multi-Group Analysis of Teachers and Students Perspectives," International Journal of Information and Education Technology, vol. 16, no. 6, pp. 1624-1633, 2026.
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).