An extended End-User Computing Satisfaction model for learning systems in higher education

A recent pilot study conducted at a single private university explored an extended End-User Computing Satisfaction (EUCS) framework, termed EUCS-LS, tailored for learning systems in higher education. This extension adds three new dimensions—user participation, technical support, and multimodal accessibility—to the five existing EUCS dimensions. The research involved a cross-sectional pilot survey of 394 undergraduate students to assess these eight constructs and their joint covariation with overall satisfaction.

Why it matters

Understanding the factors that drive end-user satisfaction with learning systems is crucial for optimizing educational technology investments and improving pedagogical outcomes. This research provides a foundational step towards a more comprehensive model for evaluating such systems, potentially informing future system design and implementation strategies across institutions.

Key insights

• A learner-centered extension to the End-User Computing Satisfaction (EUCS) framework, named EUCS-LS, has been proposed for higher-education learning systems.
• The EUCS-LS model integrates three new candidate dimensions: user participation, technical support, and and multimodal accessibility.
• These new dimensions complement the five classic EUCS dimensions.
• The model was piloted through a cross-sectional survey involving 394 undergraduate students at one private university, utilizing stratified sampling.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1871433