Evaluation of E-Learning Usability Based on ISO 25010 with Hofstede's Cultural Dimensions as Moderation: A PLS-SEM Study in Higher Education

Abstract

Although e-learning has rapidly advanced in higher education, many platforms still fall short of meeting user needs due to a lack of integration between usability and cultural dimensions. This study explores how usability influences user satisfaction with e-learning platforms, with cultural dimensions based on Hofstede’s model examined as moderating variables. Usability Quality (QiU) is assessed using the ISO/IEC 25010 framework, which includes five key elements: effectiveness, efficiency, user satisfaction, risk avoidance, and contextual relevance. A total of 384 students from private universities in Bali participated in the study, representing a diverse range of academic disciplines. Using SmartPLS and Partial Least Squares Structural Equation Modeling (PLS-SEM), the analysis revealed that usability has a significant effect on user satisfaction (T=7.528, β=0.270), and cultural variables also play a substantial role (T=21.094, β=0.704). Although the moderating effect of culture was statistically significant (T=2.379, β=0.042), its impact was relatively modest compared to the direct effect of usability. Among the usability components, efficiency emerged as the most influential factor. Regarding cultural dimensions, individualism versus collectivism was found to have the strongest effect. These findings emphasize the importance of designing e-learning systems that are both usability-driven and culturally sensitive, ensuring alignment with user expectations and the educational context.