From System Characteristics to Online Learning Satisfaction: An Outcome-Oriented Learning Experience Pathway for AI-Based E-Learning Systems in Higher Education

Abstract

Artificial intelligence is becoming deeply embedded in higher education, yet how the characteristics of AI-based e-learning systems relate to students’ perceived learning effectiveness and satisfaction remains insufficiently understood. This study examines the relationships of AI Functionality Compatibility, AI Instructional Process Coverage, and AI-Assisted Learning Cognitive Usability with Perceived Online Learning Effectiveness and Online Learning Satisfaction. Data from 384 students at Chinese universities were analyzed using a two-stage approach combining partial least squares structural equation modeling and artificial neural networks (PLS-SEM-ANN). The results showed that all three system characteristics were positively associated with perceived learning effectiveness, with instructional process coverage showing the strongest relationship. Cognitive usability also had a significant direct association with learning satisfaction, whereas functionality compatibility and instructional process coverage showed significant indirect effects through perceived learning effectiveness. The findings reveal an outcome-oriented pattern in which perceived learning effectiveness occupies a central position between system characteristics and satisfaction. This study extends understanding of AI-supported learning systems by emphasizing the alignment of technical functions with pedagogical processes and learners’ cognitive needs. It also provides practical guidance for universities and developers seeking to better align the design and evaluation of AI-based e-learning systems with learners’ instructional and cognitive needs.