Journal of Computer Based Instruction
MIS Quarterly - Special issue on IS curricula and pedagogy
E-Learning in the 21st Century: A Framework for Research and Practice
E-Learning in the 21st Century: A Framework for Research and Practice
Research Commentary: Technology-Mediated Learning--A Call for Greater Depth and Breadth of Research
Information Systems Research
Assessment of learner satisfaction with asynchronous electronic learning systems
Information and Management
Factors affecting engineers' acceptance of asynchronous e-learning systems in high-tech companies
Information and Management
An activity-theoretical approach to investigate learners' factors toward e-learning systems
Computers in Human Behavior
Intelligent agent supported personalization for virtual learning environments
Decision Support Systems
Computers in Human Behavior
Information and Management
Mixing it up: more experiments in hybrid learning
Journal of Computing Sciences in Colleges
Technology-Assisted Learning and Learning Style: A Longitudinal Field Experiment
IEEE Transactions on Systems, Man, and Cybernetics, Part A: Systems and Humans
A machine learning-based usability evaluation method for eLearning systems
Decision Support Systems
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We examine students' learning effectiveness and satisfaction in technology-mediated learning by analyzing how it influences the underlying learning process, with a focus on the role of learning engagement. We propose a structural model that explains students' learning effectiveness and satisfaction, and then empirically test that model and the associated hypotheses with an experiment involving 212 university students learning Adobe Photoshop. Our experimental data show that the effects of technology-mediated learning are mostly mediated by learning engagement. In particular, the use of preprogrammed video contents to deliver learning materials negatively affects learning engagement, which in turn reduces perceived learning effectiveness and satisfaction. However, technology-mediated learning appears to have no significant effects, direct or moderating, on learning effectiveness or satisfaction. These findings have several important implications for technology-mediated learning research and practice.