Evaluating the Impact of Digital Learning Platforms on Medical Students’ Engagement: A SEM-PLS Approach

Abstract

Digital learning platforms have become an important component of medical education, offering flexible and interactive learning experiences that support competency development. Student engagement in digital environments, however, depends on how learners perceive the quality, usefulness, and ease of use of the platforms. This study examines the influence of service quality, system support, content quality, perceived ease of use, and perceived usefulness on behavioral intention and student engagement among medical students. A quantitative survey was conducted with 155 Indonesian medical students, and data were analyzed using the Partial Least Squares Structural Equation Modeling approach. The findings show that service quality influences perceived ease of use, while content quality influences perceived usefulness, indicating that platform services and learning content play a central role in shaping students’ perceptions. Perceived ease of use affects perceived usefulness but does not predict behavioral intention, whereas perceived usefulness predicts behavioral intention, which then leads to higher student engagement. These results suggest that in medical education, perceived academic benefits are more influential than ease of use in encouraging students to engage with digital platforms. This study extends the Technology Acceptance Model by including student engagement as an outcome and provides practical guidance for educators, institutional leaders, and technology developers in designing and improving digital learning systems. Future studies may investigate other factors that shape engagement and employ longitudinal research to examine long-term effects on learning performance and student development.