“Human–Computer Interaction and Learning Behavior: Analyzing LMS Adoption Among Gen-Z in Higher Education”

Abstract

The rapid digitalization of higher education has increased the importance of Learning Management Systems (LMS), requiring a clearer understanding of Human–Computer Interaction (HCI) factors that influence engagement and continuous use, especially among Gen-Z students. This study investigates LMS adoption by extending the Technology Acceptance Model (TAM) with HCI constructs such as perceived usability, interactivity, system quality, and user satisfaction. Data were collected through an online survey involving 720 university students from various faculties and analyzed using Partial Least Squares Structural Equation Modeling (SEM-PLS). Results show that perceived usability and interactivity significantly enhance perceived ease of use and usefulness, leading to stronger behavioral intention to continue LMS use. System quality indirectly influences actual use through user satisfaction, emphasizing the role of positive user experience. These findings demonstrate that digitally savvy Gen-Z students respond more favorably to user-centered LMS design, offering practical guidance for improving LMS interface quality and engagement strategies.