Abstract
BACKGROUND: The technological revolution has significantly transformed educational practices, particularly through the implementation of learning management systems (LMS). Understanding the perspectives of undergraduate nursing students regarding the use of LMS is essential, as these perceptions can significantly influence their learning experiences and outcomes. This systematic review aims to identify and explore the factors influencing these students' perceptions of LMS. METHODS: A systematic review was conducted by searching five electronic databases-CINAHL Plus, Medline, Embase, Web of Science, and the Cochrane Library-for studies published between 2010 and 2020. An updated search was performed in July 2024 to ensure the inclusion of recent evidence. Studies were screened against predefined inclusion and exclusion criteria, focusing on undergraduate nursing students and their experiences with LMS. The included studies utilised a range of designs: mixed-methods (4), cross-sectional (3), quantitative descriptive surveys (5), randomised controlled trials (1), qualitative (2), case studies (1), quasi-experimental (2), and observational (1). The quality of the studies was rigorously assessed using the Critical Appraisal Skills Programme (CASP), Milton Keynes Primary Care Trust (MKPCT) tools, the Mixed Methods Appraisal Tool (MMAT), and Joanna Briggs Institute (JBI) tools. Data were synthesised through thematic analysis, following Braun and Clarke's framework. RESULTS: In total, 19 studies were included in the review, encompassing a diverse range of research designs. The review identified several factors that significantly influenced students' acceptance and perception of LMS. These factors included students' digital literacy, prior experience with technology, motivation, and self-efficacy. Additionally, key organisational factors, such as instructor support and the availability of training, were associated with positive perceptions of the LMS. Specific features of the LMS, including ease of use, interactive elements, and accessibility, also contributed to enhancing students' perceived ease of use (PEOU) and perceived usefulness (PU). CONCLUSION: Students' perceptions of LMS are closely linked to their acceptance of these platforms, as guided by the Technology Acceptance Model (TAM). Digital literacy, prior technology experience, and self-efficacy emerged as critical factors positively influencing perceived usefulness and ease of use, leading to greater acceptance and satisfaction. Instructor support and interactive LMS features were also vital for enhancing engagement and learning outcomes. These findings underscore the importance of considering these factors in the design of LMS modules for undergraduate nursing students. Future research should investigate the long-term effects of LMS use on learning outcomes to inform best practices.