Abstract

This study aimed to examine the moderating effect of student learning motivation (SLM) on the relationship between perceived usefulness (PEUS), perceived ease of use (PEREOU), and student learning satisfaction (STLS) in blended learning (BL) educational institutions in Iraq. Data were collected from first-semester students enrolled in BL programs to achieve this objective using a purposive sampling method. Methods of quantitative study and cross-sectional research designs were utilized. The results of Partial Least Square (PLS)-Structural Equation Modeling (SEM) reveal that PEREOU has a favorable and statistically significant effect on STLS. PEUS and SLM also exert a beneficial and substantial influence on STLS. The indirect impact also demonstrated that SLM moderates positively and considerably the link between PEREOU, PEUS, and STLS. These results imply that SLM is a significant moderating variable and substantially contributes to the study. Therefore, the study could aid educational policymakers and teachers in understanding student motivation to boost learning motivation (SLM). This study could also assist researchers in researching in various contexts by extending this paradigm, which could increase the originality of their work.