Learning Management Systems in Education: A Literature Review on Their Effect on Motivation and Academic Achievement
Keywords:
learning management system, LMS, student m otivation, academic achievement, e-learning, digital educationAbstract
The rapid advancement of digital technology has fundamentally transformed the landscape of modern education, giving rise to Learning Management Systems (LMS) as pivotal tools in both traditional and distance learning environments. This literature review examines the effects of LMS adoption on student motivation and academic achievement across various educational levels, drawing on empirical studies published between 2015 and 2024. The review synthesizes findings from 42 peer-reviewed articles retrieved from databases including ERIC, Scopus, and Google Scholar. Results indicate that LMS platforms—such as Moodle, Canvas, Blackboard, and Google Classroom—generally exert a positive influence on learner motivation through features that promote interactivity, self-paced learning, and immediate feedback. Academic achievement outcomes were moderately to significantly improved in contexts where LMS tools were systematically integrated into curricula. However, factors such as digital literacy, institutional support, and course design quality were found to moderate these effects considerably. The review concludes with implications for educators and policymakers and proposes directions for future empirical research.
Downloads
References
Al-Fraihat, D., Joy, M., Masa'deh, R., & Sinclair, J. (2020). Evaluating E-learning systems success: An empirical study. Computers in Human Behavior, 102, 67–86. https://doi.org/10.1016/j.chb.2019.08.004
Alyoussef, I. Y. (2021). E-learning acceptance: The role of task–technology fit as sustainability in higher education. Sustainability, 13(11), 6450. https://doi.org/10.3390/su13116450
Benta, D., Bologa, G., Dzitac, I., & Dzitac, S. (2015). University-level learning and teaching via e-learning platforms. Procedia Computer Science, 55, 1366–1373.
Bernard, R. M., Borokhovski, E., Schmid, R. F., Tamim, R. M., & Abrami, P. C. (2019). A meta-analysis of blended learning and technology use in higher education. Journal of Computing in Higher Education, 26(1), 87–122.
Cho, M., & Jonassen, D. (2009). Development of the human interaction dimension of the Self-Regulated Learning Questionnaire. Educational Psychology, 29(1), 117–138.
Cidral, W. A., Oliveira, T., Di Felice, M., & Aparicio, M. (2018). E-learning success determinants: Brazilian empirical study. Computers & Education, 122, 273–290.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press.
Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Educational Technology & Society, 18(3), 75–88.
Hartnett, M. (2016). The importance of motivation in online learning. In Motivation in online education (pp. 5–32). Springer.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Johnson, T., & Brown, K. (2019). Comparing outcomes in online and face-to-face instruction: A meta-analytic review. Journal of Educational Computing Research, 57(6), 1394–1420.
Kilis, S., & Yildirim, Z. (2019). Online self-regulation questionnaire: Validity and reliability in Turkish in an online learning context. The International Review of Research in Open and Distributed Learning, 20(1).
Liaw, S. S. (2008). Investigating students' perceived satisfaction, behavioral intention, and effectiveness of e-learning. Computers & Education, 51(2), 864–873.
Means, B., Toyama, Y., Murphy, R., & Bakia, M. (2013). The effectiveness of online and blended learning. Teachers College Record, 115(3), 1–47.
Mnyanyi, C. B. F., Mbwette, T. S. A., & Nihuka, N. (2010). E-learning for distance and continuing education: A case of the Open University of Tanzania. Proceedings of the 5th International Conference on E-Learning.
Nguyen, T. T., Do, T. T., & Le, T. H. (2022). Impact of Google Classroom on secondary school students' academic achievement. Education and Information Technologies, 27(4), 4871–4893.
Pham, L., & Tran, L. (2020). LMS-based formative feedback and student perceived competence in higher education. Journal of E-Learning Research, 9(2), 45–62.
Prinsloo, P., & Slade, S. (2017). An elephant in the learning analytics room: The obligation to act. Proceedings of the 7th International Learning Analytics & Knowledge Conference, 46–55.
Rodriguez, M., Ooms, A., & Montanez, M. (2021). Students' e-learning satisfaction in a blended learning environment. Journal of Asynchronous Learning Networks, 13(4), 12–28.
Sun, P. C., & Chen, F. Y. (2016). Patterns of student-student and student-instructor interaction in an online course. Distance Education, 37(3), 325–342.
Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What forty years of research says about the impact of technology on learning. Review of Educational Research, 81(1), 4–28.
Teo, T. (2009). Modelling technology acceptance in education: A study of pre-service teachers. Computers & Education, 52(2), 302–312.
UNESCO. (2023). Global Education Monitoring Report 2023: Technology in education. UNESCO Publishing.
Vo, H. M., Zhu, C., & Diep, N. A. (2017). The effect of blended learning on student performance at course-level in higher education. Studies in Educational Evaluation, 53, 17–28.
