Exploring the Interplay of Moodle Tools and Student Learning Outcomes: A Composite-Based Structural Equation Modelling Approach

- Fadieieva, Liliia (orcid.org/0000-0003-4906-2539) and Semerikov, Serhiy O. (orcid.org/0000-0003-0789-0272) (2024) Exploring the Interplay of Moodle Tools and Student Learning Outcomes: A Composite-Based Structural Equation Modelling Approach Information Technology for Education, Science, and Technics. ITEST 2024. Lecture Notes on Data Engineering and Communications Technologies, 2 (222). pp. 418-435. ISSN 2367-4520

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Abstract

This study is dedicated to researching the interconnectedness of Moodle resources and activities and their influence on student learning outcomes. We developed a conceptual model using a quantitative structural equation modelling approach based on the social constructionist pedagogy underlying Moodle’s development and the university’s regulations regarding Moodle’s course structure and assessment. The model is comprised of five elements: Information, Resources, Activities, Communication, and Assessment. The modelling results revealed a strong positive relationship between the Activities construct (interactive learning activities) and the Communication construct, suggesting that increased utilisation of interactive activities within Moodle courses is associated with higher levels of communication and engagement. Additionally, a moderate positive relationship was observed between the Resources and Activities construct, indicating that the availability and variety of resources within a Moodle course are linked to the inclusion of diverse learning activities. Furthermore, a moderate positive relationship was found between the Information construct (course description, syllabus, introduction) and the Assessment construct (student grades), implying that well-designed and informative course materials are associated with better student performance on assessments. Notably, the study did not find evidence of a significant direct relationship between Communication or Activities and the Assessment construct, suggesting that their impact on assessment performance is more complex and influenced by other factors. The research highlights that the mere use of Moodle tools does not guarantee the implementation of adaptive learning for students of pedagogical universities. To truly leverage the potential of adaptive learning, instructors and course designers must employ a deliberate and strategic approach, integrating appropriate pedagogical strategies and using Moodle’s adaptive capabilities in alignment with specific learning objectives and student needs.

Item Type:	Article
Additional Information:	https://link.springer.com/chapter/10.1007/978-3-031-71804-5_28
Keywords:	Moodle, Structural Equation Modelling, Adaptive Learning, Pedagogical Universities, Student Learning Outcomes, Moodle Tools Interconnectedness
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 00 Prolegomena. Fundamentals of knowledge and culture. Propaedeutics > 004 Computer science and technology. Computing. Data processing > 004.9 Application-oriented computer-based techniques > 004.94 Simulation Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.02 General questions of didactics and method Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.09 Organization of instruction Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 378 Higher education. Universities. Academic study
Divisions:	Institute for Digitalisation of Education > Department of Cloud-Oriented Systems and Artificial Intelligence in Education
Depositing User:	Сергій Олексійович Семеріков
Date Deposited:	08 Jul 2026 09:44
Last Modified:	08 Jul 2026 09:44
URI:	https://lib.iitta.gov.ua/id/eprint/749826

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