An Investigation of University Students’ Perceptions of Learning Management Systems: Insights for Enhancing Usability and Engagement

Abstract

Learning management systems (LMS) have become central to modern education, enabling accessible, personalized, and engaging learning experiences. This study aims to investigate Saudi university students’ perception of LMS in order to explore the critical factors that shape their engagement, satisfaction, and acceptance of these platforms. Drawing from the existing literature that points out the usability challenges of LMS, this study hopes to derive actionable insights to optimize e-learning outcomes. Using Kelly’s repertory grid analysis technique, this study systematically captured and analyzed the personal constructs students associate with LMS, focusing on ease of use, interactivity, and content alignment with educational needs. A sample of 20 university students provided insights on their experiences with LMS features related to usability, functionality, and interactivity, which are critical to engagement. Findings indicate that ease of use is a major determinant of acceptance, along with interactivity and relevant content delivery that supports diverse learning preferences. The study identifies key elements to improve LMS platforms, fostering a more engaging digital learning environment and supporting students’ learning needs. The findings highlight the key aspects: usability of LMS and students’ satisfaction through user-friendly interfaces and interactive features. Institutions that incorporate student feedback into LMS development will likely see improved e-learning outcomes. This research contributes to a deeper understanding of LMS user perceptions and implies refinements that can align platforms with pedagogical demands in higher education.

1. Introduction

In recent years, learning management systems (LMS) have developed digital platforms that support the accomplishment of e-learning content delivery, communication, and management of academic tasks in modern education [1]. LMS adoption is in line with broader changes toward technology-enhanced learning, seeking improvement in access, flexibility, and quality of education [2]. However, their implementation worldwide is highly variable, as it depends on specific cultural and institutional factors. Previous studies indicate that LMS benefits, such as enhanced interaction and accessibility, can be offset by barriers to users’ acceptance of the technology, particularly across diverse cultural contexts [3,4]. This is particularly significant in Saudi Arabia, where Vision 2030—Saudi Arabia’s strategic initiative to modernize its education sector—emphasizes the need to understand LMS adoption from the perspective of local users for maximum benefit realization [5]. While LMS has been widely adopted, there has yet to be sufficient scholarly work on how students are responding to and engaging with these systems, especially in the context of culturally unique settings such as Saudi Arabia.

Student perceptions of LMS are pivotal to the success of e-learning initiatives [5]. These perceptions influence how students engage with the platform, affecting their learning outcomes and overall satisfaction with their educational experience [3]. Prior studies demonstrated technology adoption behavior in many aspects [6,7,8], which indicates that adoption behavior in technology may influence various aspects. However, the adoption of LMS is often met with challenges related to user engagement, system usability, and the alignment of LMS features with pedagogical needs [9]. These challenges are further compounded by the varied experiences and expectations of students, which are shaped by factors such as prior exposure to digital technologies, perceived ease of use, and perceived usefulness of the LMS [10]. Addressing these issues requires a deeper understanding of the factors that influence student perceptions of LMS and their impact on the effectiveness of e-learning environments.

This study focuses on exploring students’ perceptions regarding adopting the learning management system tool as part of their learning process and analyzing its impact on their academic learning experiences. Most schools face problems with implementing e-learning, proper planning of the educational process, and student engagement with LMS platforms. With the conviction of quickly assembling a conceptual framework, the persuasive techno-determinist approach in e-learning has a possible root in human drivers of the illusive world of technologies, a ghetto armed with employment limited only to confined technological space. To achieve this goal, this study implements the method of personal constructs by Kelly (1955), following the approach used by Odekeye ei. Al. (2023) to determine the students’ attitudes toward using the LMS system and e-learning technologies and the effectiveness of such measures in education and development [11]. The RepGrid technique is particularly suited for exploring the complex and subjective nature of personal constructs, allowing researchers to uncover the nuanced ways in which students conceptualize their experiences with LMS [12]. The study by Reichelt (2023) seeks to provide valuable insights into enhancing e-learning environments by assessing personal constructs to identify critical factors that affect students’ acceptance and utilization of learning management systems (LMS) [13]. The choice of RepGrid is motivated by its ability to reveal deep, often unarticulated, cognitive patterns that underlie students’ attitudes toward technology, which more conventional survey methods can overlook [14,15].

Specifically, this research examines the acceptance and use of LMS among university students in Saudi Arabia, a region where adopting digital learning tools is part of a broader strategy to modernize the education sector under the Saudi Vision 2030 initiative [16]. Vision 2030 aims to diversify the Saudi economy and enhance the quality of life by investing in technology and education, making the study of LMS adoption particularly relevant [17]. The varied perceptions, understandings, and misunderstandings of people or groups concerning their constructs are well taken by the RepGrid approach. Such an analysis of the constructs will be beneficial in determining how easily students will embrace the use of learning management systems (LMS) and what elements will increase the capacity of this technology to influence the learning of students and the quality of teaching provided to them in higher education [18]. The growing adoption of LMS in educational environments has prompted several researchers to study students’ feelings and experiences toward these systems [19,20,21]. While platforms like Moodle and Blackboard have been extensively studied for their technical features and usability [22], there is still a lack of comprehensive understanding of how students view and interact with these systems daily [23,24]. The RepGrid approach provides a valuable framework for capturing these experiences by eliciting personal constructs that reflect students’ varied perceptions and understandings [25].

The study also addresses broader implications of LMS perceptions on the quality of teaching and learning in higher education. By identifying elements that enhance or hinder the effectiveness of LMS, the findings can inform educators, administrators, and policymakers about the strategies needed to foster a more supportive and engaging digital learning environment [26]. Understanding these perceptions is vital for developing LMS that meet technical standards and resonate with the users’ learning needs and preferences, ensuring that a deep understanding of user needs and experiences accompanies technological solutions in education [27]. Adopting LMS in educational institutions often faces challenges related to implementation, proper planning, and student engagement with LMS platforms [9]. These challenges are compounded by a lack of comprehensive understanding of students’ attitudes and expectations, which can significantly affect the successful implementation of e-learning initiatives [28]. To address these issues, this research employs the RepGrid technique to capture the nuanced perspectives of students on LMS. Focusing on the constructs that shape students’ experiences, this approach aims to identify key factors influencing their engagement and satisfaction with LMS, thereby providing insights critical for optimizing the learning process [29]. As educational institutions increasingly integrate LMS to enhance teaching and learning, comprehending how students perceive these systems becomes crucial to optimizing their effectiveness and ensuring positive learning outcomes [30].

This paper tries to fill this gap by investigating university students’ perceptions of LMS regarding usability, engagement, and learning outcomes in Saudi Arabian universities. The core research question is how do university students in Saudi Arabia perceive LMS, and how do these perceptions impact the effectiveness of e-learning?

Understanding these perceptions is crucial, as they directly influence students’ engagement, satisfaction, and academic outcomes [6]. While students’ perception of LMS is the independent variable, their effects on e-learning effectiveness—measured by engagement and academic experience—act as the dependent variable.

Our research aims to analyze how students’ subjective experiences influence the perceived effectiveness of LMS in supporting e-learning, focusing on capturing these constructs using the Repertory Grid (RepGrid) technique. Kelly’s RepGrid technique is ideal for exploring personal constructs in this context, allowing us to elicit subtle perceptions generally left unnoticed by traditional survey approaches [7]. The findings are useful within the Saudi Arabian context and have implications for how LMS design and use can be optimized more broadly. These insights can help educators, administrators, and policymakers understand the needs of LMS users for the development of more effective pedagogical strategies and technology policies. This research has limitations, including a limited sample size and regional focus, which may limit the generalizability of the results. Future research can learn from larger and more diverse samples.

The related literature is reviewed in Section 2; the methodology, findings, and discussion of implications and limitations are presented in Section 3, Section 4, and Section 5, respectively, with directions for future research. This study contributes valuable knowledge toward enhancing e-learning environments through a systematic examination of students’ perceptions of LMS.

2. Literature Review

The world has been experiencing the development of cutting-edge technologies and how these technologies have been influencing all aspects of various fields [31,32,33]. However, the education sector in Saudi Arabia has seen significant growth due to high investment in Information Communication Technology (ICT). The Kingdom of Saudi Arabia has prioritized sustainability since the 2030 vision, aiming for net zero emissions by 2060 [34]. This aligns with Vision 2030’s energy transition and sustainability goals, promoting investment and a more sustainable environment [35]. Saudi Arabia’s sustainability is reflected in all aspects of its activities, urging other countries to follow its lead in tackling energy and climate problems. The development evolution as the result of ICT integration has brought about changes within modern economies, and progress has been made in sustainable development. ICTs have played a crucial role in enhancing the synergy among various sectors, contributing positively to developing countries by improving education, healthcare, governance, and communication. Studies indicate that the use of technology in learning strategies within the classroom enhances student participation more than the traditional methods of learning information within the classroom [36]. The outcomes further point out that students’ ICT use helps in cooperative learning and problem-solving, while the environments offered are also flexible in terms of learning [37]. However, recent studies indicate that the integration of ICT in education goes beyond infrastructure, requiring a deeper understanding of how these technologies affect student engagement, learning outcomes, and satisfaction [38]. Expanding on these insights, this review explores the nuances of LMS adoption and its impact on e-learning effectiveness, particularly in Saudi Arabia.

The increasing reliance on LMS platforms during the COVID-19 pandemic has revealed insights into student engagement and performance through e-learning frameworks [39,40]. During COVID-19, the business paradigm has shifted and experienced many changes in diverse aspects [7,41,42]. However, studies investigating students’ views on e-learning during its growth and spread have shown that service quality, teacher participation, and system quality are critical and significantly impact the students’ views of e-learning in the first wave across 10 countries. Although digital skills and e-interactions emerged as less important, they contributed to learning satisfaction evaluation [39]. According to Gamage et al. (2022), the Moodle platform is a learning management system, and its usability is evident in that it can be adjusted to be used in different educational settings [38]. This literature study drew from publications detailing new developments in the field between 2015 and 2021, such as, but not necessarily limited to, the training of the teachers and the utilization of interactive tools to improve students’ engagement and effectiveness [38]. The study results of Alshammari (2024)’s study indicate that students’ attendance and comprehension of the fundamental principles of the complex use of LMS tools have significantly improved. The research asserted that learners’ performance was enhanced not because of the contents but because of the interactive elements embedded within LMSs, such as quizzes, discussion boards, and immediate feedback [43].

Nikou and Maslov (2021) also studied the obstacles the Saudi university system encountered during the strong momentum towards online learning. The study revealed that while LMS platforms helped a lot in supporting education during the pandemic, there were complications concerning infrastructure, user training, and student attachment. Such findings point towards the continued need for investment in technological infrastructure and training to realize the potential benefits of LMS platforms in higher education. In the same way, a study on the interactivity of Blackboard in Saudi universities revealed that the students were better able to upload and hand in work and learning materials as well as receive feedback, hence performing better academically. However, the study also pointed out that the effectiveness of Blackboard was limited by participants’ utilization of the system as well as their zeal to learn using online resources [44]. Alshammari (2024) examined students’ attitudes towards blended learning incorporating the use of LMS tools. The study demonstrated that although learners appreciated the take-home benefits of blended learning, courtesy of its flexibility and convenience, there was a limitation on more support systems to allow for the effective transition to online environments [43]. Cranfield et al. (2021) address the issue of how learning management systems affect learning activities in the long term, including the history of students. They conclude that the more students engage in academic activities using tools such as LMS throughout their academic journey, the more they succeed academically, the more engaged they are, and the more satisfied they are with the learning process [45].

These studies also draw attention to the necessity of conducting additional studies regarding the social role of ICT education in Saudi Arabia, which is progressive in many areas instead of just education. The Saudi Arabia Development Plan outlines what the country hopes to achieve in the years to come, which includes enhancing the globalization of the Saudi economy, attracting foreign investors, and increasing the volume of non-oil exports so that the country does not suffer in the future when oil becomes a thing of the past. These are the two main factors that the educational system’s modernization and the population’s continual training serve to conduct the country’s economic modernization. The national plan Saudi Vision 2030 has embraced several recommendations, such as programs, initiatives, and projects likely to support the pan-global drive toward sustainable development [46]. Universities are integral to restructuring their education systems when such concepts as active learning and adapting new learning technologies are properly employed within those institutions [47,48]. Such initiatives permit altering the learning system, increasing student involvement, and optimizing cooperative learning [49]. Increasingly, universities have adopted LMS platforms and tools like Blackboard to further their e-learning and mobile learning stakeholders [50]. Since the technological evolution has developed [31,32,33], LMS platforms have gained the capability to enhance assessment evaluation, support diverse teaching methods, and boost technical skills for students and higher education teachers more efficiently [51]. The student’s learning experience is improved by incorporating learning platforms with better capabilities, participatory strategies, feedback strategies, and performance monitoring strategies of students’ learning activities [52].

There is an urgency to enhance the elements of quantitative research that seek to assess students’ perception of the use of LMS tools in education and whether they embrace such learning and its outcomes. This sentiment has, however, been observed by researchers such as Sridharan et al. (2010) and Ashrafi et al. (2022), who indicated that there is a paucity of critical studies on the acceptance of these platforms by university students and their willingness to use them [19,53]. Other studies have also investigated the factors that result in learners’ poor adaptation and utilization of these tools in class [54]. This highlights an important point pertinent to our study: that students differ in personality traits, which also shapes their behavioral intentions towards LMS tools as facilitators of IT acceptance and usage.

To analyze how educational institutions have embraced LMS technology and resources for students’ learning, it is vital to look at the perception and other characteristics of the LMS approach. This study will focus on Personal Construct Theory, specifically the Repertory Grid approach, as it pertains to students’ attitudes about using learning management systems in the educational process. This is sage enough, as the research seeks to use constructs and repertory grid analysis to understand the issues that make the students take certain views of LMSs and their probable capabilities in assisting learning. It is therefore important to look at these factors as they would help in developing a plan of action that would help in the usage and the adoption of these LMS platforms, hence aiding in the advancement of the education system in the Kingdom of Saudi Arabia.

3. Theory and Methodology

3.1. Repertory Grid Technique

The Repertory Grid (RepGrid) technique, which is rooted in Personal Construct Theory (PCT) [55], is a valuable tool for studying the way people perceive and interpret their experiences within learning management systems (LMS). George Kelly proposed Personal Construct Theory (PCT) in 1955, asserting that individuals create personal constructs to comprehend life events or situations [56,57]. Since these constructs are formed through varied experiences and ways of thinking, they act as mental models that shape how a person views elements like education or technology. Kelly emphasized that constructs extend beyond straightforward statements and help understand behavior directed toward personal interpretations of reality [58]. This theory highlights individual thought processes and personality in interpreting any given stimulus.

Kelly noted that constructs are essentially bipolar or dichotomous since, for a given individual, when something is considered true, its opposite is denied [59]. Each construct thus has both an emergent and a contrasting pole, with the contrasting pole clarifying the emergent pole [60]. These bipolar poles enable a fuller understanding and explanation of the phenomenon being studied [61]. Unlike concepts, constructs are based on comparing and contrasting occurrences, where some elements share similarities while others diverge. Kelly’s approach to dichotomous constructs differs from traditional conceptual thinking, which tends to arrange phenomena on a single-dimensional basis [60]. This capability of capturing subtle individual perceptions through RepGrid is very important in this research.

A RepGrid comprises three main components: elements, constructs, and links [62]. Elements represent the objects of focus in the study, while constructs represent individual interpretations of these elements [61]. This study employs the RepGrid method to identify bipolar constructs that distinguish a set of LMS features [63]. Links connect the elements to the constructs, demonstrating how individuals perceive similarities and differences among them [64]. Tan and Hunter (2002) [61] describe methods for linking elements to constructs, including dichotomizing, ranking, and rating. Our study uses a five-point rating scale to enable participants to evaluate elements and constructs, supporting an in-depth exploration of subjective experiences with LMS [65].

While RepGrid is well-regarded for capturing detailed cognitive structures, it has limitations. Compared with more structured surveys, such as Likert scales or focus groups, RepGrid strongly relies on subjective interpretation and is likely to introduce individual biases. However, its choice in this study is justified, as RepGrid provides nuanced and systematic insight into the constructs underpinning LMS experiences—something less achievable with other methods. Prior research has shown its effectiveness in exploring subjective student experiences across diverse contexts, particularly within LMS [66,67]. This technique is widely applicable in educational research and allows for capturing personal constructs in a way that can guide improvements in educational technology.

In recent years, the RepGrid technique has been used to understand students’ perceptions of cognitive processes within educational frameworks [68,69]. For instance, one study found that postgraduate students used RepGrid to reflect on their understanding of research processes, offering insights into their academic success. This technique helps to clarify elements that make e-learning effective by capturing unique constructs such as usability, accessibility, and support, thus assisting educators in aligning LMS functionality with student needs.

Research has demonstrated that familiarity with norms, expectations, and beliefs dramatically enhances information systems’ effectiveness [61]. Learning management systems (LMS) success in higher education heavily depends on their sustained adoption [70]. In their seminal work, Tan and Hunter (2002) [61] underscored that understanding individual values can lead to shifts in interpreting experiences with information systems. The RepGrid technique, by exploring human cognition, helps researchers gain insights into how individuals perceive and make sense of their experiences [71]. This technique is versatile and applicable across fields, including organizational behavior [72], education [73], market research [74], and human–computer interaction.

This research, using RepGrid in an LMS context within higher education, is predicated on the widespread application of this methodology and highlights the appropriateness of uncovering student constructs such as usability, content relevance, and interactivity, which can support the actionable enhancement of LMS platforms. Although the RepGrid technique has already been established as appropriate for educational research, its flexibility offers opportunities for future researchers to explore how it might work in diverse educational settings and cultural contexts. This adaptability could yield comparative insights that improve LMS design to meet varied student needs globally.

Lastly, the theoretical framework established by this research provides a strong interpretative model for analyzing students’ subjective experiences and implies practical directions for developing LMS platforms. The present study has identified certain construct-related aspects, such as usability and interactivity, most closely linked with engagement and satisfaction; therefore, it presents some concrete insights that educators and LMS developers can apply to improve educational outcomes and develop digital learning environments that better meet student expectations.

3.2. Study Design

According to Tan and Hunter (2002), the RepGrid technique can be applied in various ways, making it flexible enough to fit into diverse research objectives and contexts [61]. The comprehensive nature of the RepGrid technique suggests that a sample size of approximately 15 to 25 participants is generally adequate to develop a thorough list of constructs and allow for a robust exploration of perceptions [75,76]. Our study’s sample size was 20, balancing the need for diverse construct elicitation with data collection and analysis feasibility.

The study was conducted on 20 students at Saudi universities who were selected to present the diverse characteristics of the LMS, particularly Blackboard, as it is highly adopted in these institutions. Data were collected over four months through interviews with a structured protocol, including introductions to the study’s purpose and detailed instructions on completing the RepGrid interview. Participants were given opportunities to clarify any uncertainties about the process to ensure consistency and comfort throughout the study. The sample included 7 male and 13 female students, aged between 19 and 22, who had all attended university for at least one year. Participants were selected from various fields at several universities to encompass variegated LMS usage and specifically targeted those who have used Blackboard for at least one year to ensure an in-depth assessment of user experience.

The following sections outline the steps taken in applying the RepGrid technique.

3.2.1. Element Elicitation

Elements in this study refer to the specific themes or subjects under analysis [77]. These elements have been chosen to represent the primary tasks of Blackboard with which students usually interact, maintaining a relevant and consistent focus on those features affecting the end-user experience. Consistent with Hedman et al. (2017) and Bourne and Jankowicz (2018), these elements were homogenous, contextually relevant, and avoided inherent bias [78,79]. The elements comprised blackboard announcements, audio/video streamed lectures (blackboard collaborate ultra), discussion boards, tests, course resources, grade center and evaluation, assignments evaluation boards, and Course Information. These categories are central Blackboard functions, paralleling how students interact with LMS. Items were provided as prompts for participants to ensure consistency and appropriateness.

3.2.2. Construct Elicitation

Constructs represent the features that individuals perceive in relation to different stimuli [80]. Constructs are typically bipolar, revealing commonalities and differences between elements [61]. The study used a structured “triading” technique to elicit these constructs, where respondents were presented with three elements at a time [81]. They were then asked to describe similarities and differences between any two elements relative to the third. This method is especially helpful in capturing participants’ impressions of Blackboard’s features [82]. This stage yielded constructs like “easy to use but hard to use” from participants’ responses, which are meaningful in understanding how they felt about the platform’s usability.

Interviews were conducted until theoretical saturation was achieved, which the study defined as the point where additional interviews no longer yielded new constructs. This study reached saturation at 17 interviews, with six additional interviews conducted to confirm saturation and ensure construct diversity. This process produced a total of 16 constructs, including “clear and organized”, “easy to access and reach”, “interactive”, “user-friendly”, and “reliable”, among others. These constructs represent how students evaluate Blackboard’s functionality, usability, and impact on learning outcomes.

Participants then individually rated each construct for each element using a RepGrid interview sheet with a 5-point Likert scale, where five indicated the emergent pole and one denoted the contrast pole. Data were analyzed, and cognitive maps were constructed using Microsoft Excel and IBM SPSS Statistics 30.0.0, resulting in 20 valid grids. These grids were further analyzed to explore patterns in students’ perceptions of LMS features. This analysis aimed to provide a structured understanding of user experience and identify key factors impacting LMS satisfaction and engagement.

4. Data Analysis and Results

4.1. Content Analysis

This study employed Honey’s (1979) content analysis approach [83], as described by Jankowicz (2005) [84], which integrates all construct ratings by calculating the mean of ratings for each element. Before conducting content analysis, the author categorized constructs into three groups using the bootstrapping technique: usability and accessibility (how easily users navigate, engage with, and operate the LMS), functionality and diversity (the breadth and completeness of options and features), and reliability and importance (the LMS’s dependability, relevance, and longevity). Categorizing these constructs upfront adds more clarity to the findings and helps to interpret what aspects users focus on.

Table 1. Constructs are grouped by usability and accessibility, functionality and diversity, or reliability and importance categories.

Usability and Accessibility	Functionality and Diversity	Reliability and Importance
Clear/organized	Includes a variety of options/diverse	Commonly used
Easy to access/easy to reach	Unlimited functions/comprehensive	Information provided is up-to-date
Interactive	Helpful and useful	Reliable
Easy to use	Enhance student learning	Reflect students’ performance
Attractive/user-friendly	-	Important
Facilitate the work	-	Available for a long time

presents the constructs grouped under each category based on this initial classification.

Following the content analysis, this study used frequency distribution to highlight trends within the data. This approach revealed that constructs associated with reliability and relevance attained higher ratings than those associated with usability, accessibility, functionality, and diversity (see Figure 1). The frequency of construct ratings within each group demonstrates which elements participants found most essential (Appendix A).

4.2. Participant Variability Across Construct Ratings

To examine differences in participant perceptions across the construct groups, this study analyzed variability using standard deviations and ranges for each category. These values offer insight into the distribution of ratings and the level of consensus among participants [85,86]. Notably, constructs within the “reliability and importance” category exhibited a higher degree of agreement (lower standard deviation), while ratings for “functionality and diversity” showed a wider range, indicating more varied participant perceptions.

Table 2. The highest-rated constructs for each group of constructs.

Group	Constructs
Usability and Accessibility	Facilitate the work
Functionality and Diversity	Helpful and useful Enhance student learning
Reliability and Importance	Information provided is up-to-date

below summarizes these findings, presenting the highest-scoring constructs in each group along with variability statistics.

4.3. Principal Components Analysis (PCA)

This study applied principal components analysis (PCA) to further analyze perception differences to examine the construct variance and correlation [87]. PCA, a common technique for analyzing RepGrids, reveals patterns within the data by identifying principal components that explain the most variance [84,88]. This study retained components with eigenvalues greater than 1, explaining about 70% of the total variance. This threshold helped identify the constructs participants perceived as most influential for LMS use. Varimax orthogonal rotation was applied to enhance the interpretability of the component loadings (

Table 3. The number of components under each label.

Labels	# of Components
Accessibility and Usability	16
Interactivity and Engagement	18
Customization and Flexibility	16
Data Analytics and Reporting	12
Scalability and Integration	8
Ambiguous	2
Total	72

).

4.4. Practical Implications for LMS Design

Our findings suggest specific design enhancements for LMS platforms. For example, high ratings on “reliability and importance” point to the critical need for LMS platforms to be reliable and continuously updated to ensure relevance and dependability. Participants also emphasized features tied to “usability and accessibility”, such as simplified navigation and user-friendly interfaces. Consequently, these findings imply that improving system accessibility and interactive elements could enhance user satisfaction and engagement with LMS platforms.

4.5. Perceptions Based on User Experience with the Platform

Finally, this study examined perceptions based on participants’ experience level with the LMS (second-year, third-year, fourth-year, and higher education students). Results suggested that students in fourth-year and above placements scored “functionality and diversity” constructs higher than their younger counterparts, suggesting that experience with the LMS influences expectations for diverse and comprehensive features. In contrast, younger participants prioritized usability and accessibility features, possibly due to their familiarity with intuitive, easy-to-navigate systems.

These analyses give a more comprehensive insight into the LMS constructs appreciated by different user groups and provide specific insights on improving LMS design.

5. Discussion

Understanding factors affecting students’ adoption and usage of LMS may contribute to improving e-learning and promoting sustainability within educational frameworks. These findings indicate that students’ values are a major driver of their perceptions of the LMS platforms [89,90,91,92]. To get to this point, this study used repertory grid analysis in the classroom, highlighting the importance of different perspectives from key players like the students. Consequently, educational institutions can create a more engaging and tailored learning environment by considering these various perspectives and developing governance methods to monitor LMS usage better [93].

The increased use of LMS platforms due to the COVID-19 pandemic provides very important insights related to the e-learning context [94]. As Ellianawati et al. (2021) and Abu-Hashem et al. (2023) pointed out, students faced different challenges adapting to online learning. Some common challenges related to techno-tolerance and engagement were observed because of remote learning. These studies are in line with our research findings and suggest that an intuitive interface and interactivity are essential to promoting engagement. The pandemic experience has underlined the need for culturally contextualized content and local-language support, particularly within a region like Saudi Arabia [95,96].

In this way, the integration of emerging technologies such as artificial intelligence and augmented reality in LMS would redefine e-learning regarding personalization, interactivity, and engagement. Similarly, AI-driven LMS platforms might offer adaptive learning experiences tailored to each student’s needs by applying data on progress and preferences to suggest personalized content and feedback, hence increasing engagement and learning results. AI can take over the administrative burden, reducing the cognitive load on both the students and the educators and freeing up time for deeper interactions; AR introduces immersive, interactive learning through placing digital information into real-world environments. This will allow exploring complex subjects—science or history—in 3D, making learning more intuitive and relevant. AR-driven learning can enhance student engagement by providing context-rich and visually engaging content, which might improve LMS acceptance and satisfaction [97,98].

In terms of student acceptance and utilization of LMS, this study’s analysis has yielded quite noticeable relative variances in numerous dimensions. The more familiar the students are with the LMS platforms, the more noticeable this relative variance becomes. The amount of involvement and approval is affected by how students’ perceptions alter as they gain familiarity. Recognizing and addressing any discrepancies in adapting LMS features to students’ evolving demands requires understanding these shifting perceptions. This will ensure that the LMS remains useful and applicable to students throughout their education.

Such variation in student perceptions calls for a deeper understanding of what LMS can offer and the consequences of such perceptions for engagement. Although this study specifically focuses on perceptions of LMS among university students in Saudi Arabia, other studies from North America, Europe, and parts of Asia also report both common and unique factors that influence LMS engagement and effectiveness. For example, European research often identifies perceived ease of use and interactivity as significant predictors of student engagement and satisfaction [44]—two constructs that also emerged in the Saudi Arabian context. However, much of the North American studies emphasize content relevance and LMS usability [2,20,38], which this study also found important to increase engagement. Identification of these similarities and differences cross-contextually is very key to resolving inconsistencies in the optimization of LMS. Having such insight, educational institutions can enhance user experience and foster successful LMS adoption within their unique learning environment.

The pandemic has shown that LMS platforms are very critical to the continuity of education. Most of the regional studies pointed out that a well-designed LMS system, concerning user friendliness, interactivity, and flexibility, can dramatically affect students’ satisfaction and engagement, which is in line with our findings. Closing this perception gap will help educational institutions adopt better means of improving user experience and engagement for the successful implementation of LMS within the learning environment [95,96].

By integrating these insights, it becomes possible for educational institutions in Saudi Arabia and elsewhere to create policies supporting user-centered design and regular user feedback. The pandemic experience showed that responsive LMS design—incorporating feedback and supporting diverse user needs—is foundational to effective digital learning environments.

In “Figure 2”, each colored line represents one participant’s perception. The figure displays how the participants have some differences in their perceptions regarding each of the eight features of the blackboard. Two points on two lines intersect, meaning the two participants have the same perception regarding the respective feature. Higher-year students rated LMS constructs more favorably, particularly in helpfulness and learning enhancement. At the same time, reliability and up-to-date information consistently received high ratings across all groups, indicating their importance in LMS design. This suggests that as students advance in their education, their expectations for comprehensive features and usability increase.

By aligning LMS features with students’ evolving values, this research contributes to sustainability in education by promoting responsible and responsive learning environments. Knowing students’ perceptions offers several significant benefits in improving the e-learning experience as follows:

• Tailored learning experience: The LMS course design aligns with students’ content preferences and learning styles, potentially enhancing engagement and motivation. This customization enhances the learning experience and contributes to superior educational outcomes, fostering a more sustainable approach to education.
• Effective communication: A detailed understanding of students’ perceptions will enable educators to emphasize the advantages of LMS more effectively. Addressing any misconceptions or concerns directly may foster a positive attitude towards the platform, hence enhancing adoption rates and diminishing resistance.
• Improved user experience: Understanding student perceptions is crucial for enhancing the LMS interface. Enhancing usability and functionality informed by feedback renders the platform more accessible and user-friendly, thereby boosting navigation, interaction, and overall satisfaction within the e-learning environment.
• Optimized training and support: Educators can now create focused training and support materials that precisely meet students’ needs and perceptions. This will ensure that students receive timely guidance and support in utilizing the full features of the LMS, ultimately enhancing their learning outcomes and effectiveness.
• Augmented engagement and retention: This process promotes comprehensive student success, elevated academic achievement, and enhanced knowledge retention by creating engaging and relevant learning experiences informed by students’ perspectives. It also encourages active involvement and collaboration.
• Resource efficiency: LMS platforms significantly reduce the need for physical materials like paper and textbooks while digitizing course content and assessments. This aligns with environmental sustainability goals, including conserving resources and reducing waste, and making educational practices more sustainable.
• Accessibility and inclusion: LMS platforms provide equitable access to education, supporting social sustainability and lifelong learning. They broaden educational opportunities, reduce the need for physical campus infrastructure, and reduce land use and building material consumption. This sustainable growth management helps educational institutions manage their growth without additional environmental burdens.

This research not only answers the first problem statement by giving insights on what factors influence LMS adoption but has also contributed to the expanded debate on sustainability in education by pointing out that alignment of educational technology with students’ perceptions and values needs to be achieved, thus developing LMS that will support sustainable educational practices.

6. Conclusions

This study provides significant insights into how university students in Saudi Arabia perceive learning management systems (LMS) like Blackboard. By applying the Repertory Grid technique, this study is able to capture and analyze students’ subjective experiences and identify key factors influencing their engagement and satisfaction with these platforms. The results indicate that students’ perceptions are shaped largely by the usability, interactivity, and reliability of LMS features, which in turn affect their overall learning experience.

Our results obviously show that enhancing the usability and interactive features of LMS significantly raises the level of students’ engagement and satisfaction. Those features, which are easy to use and navigate, are especially important to let the student feel supported while going through the learning process. Moreover, these data emphasize the need for continuous improvement of LMS based on the feedback from students to keep up with the changing learner needs and also ensure that the LMS remain relevant to the creation of a conducive learning environment.

The research emphasizes the importance of tailoring LMS platforms to student preferences and learning styles. Institutions that proactively address these perceptions by enhancing LMS features and functionality are likely to see improved student performance, satisfaction, and engagement in e-learning environments. This is especially pertinent as educational institutions strive to provide quality education in a rapidly evolving digital landscape. The continued development of robust, flexible LMS platforms for the delivery of quality education in today’s digital environments will depend on insights and solutions regarding student perceptions.

This study also recommends that educators and policymakers prioritize continuous user feedback integration into the LMS design process to adapt to student needs swiftly. Additionally, policies should support the implementation of regular LMS training for educators to maximize the system’s effectiveness. These steps are crucial as they contribute to the development of a more supportive and effective e-learning environment.

However, this study was carried out with a sample size of 20 students in one country, which may not accurately generalize findings to larger demographics. Accordingly, Kelly’s (1955) [58] theory on personal constructs stipulates that individuals perceive and interpret experiences according to their background and contexts in their peculiar way. By focusing on Saudi Arabian universities and the Blackboard LMS in particular, this study may miss out on a diversity of perspectives and experiences by students in different educational settings and cultural environments. Results are generalizable with care since future research needs to include much larger samples and be diversified across more regions and LMS platforms. This would offer a more holistic view of student perception and make the findings more applicable in the e-learning field. The study’s qualitative nature, while informative, could be enhanced by future quantitative methodologies for more extensive statistical confirmation. Subsequent studies ought to investigate larger, more heterogeneous student groups across various nations and LMS. Longitudinal studies investigating the change in students’ perception of LMS as time passes and familiarity increases with the technology should also be included.