Abstract
Tertiary educational institutions have continually implemented various educational technologies to support student learning. An example is adaptive learning systems, within which learners take ownership of their learning experience and accelerate future learning. Despite the importance of considering learner satisfaction in the development of such systems given how it has been widely acknowledged as an indication of the success of e-learning systems, research in the area of adaptive learning technologies for education has concentrated more on tailoring instruction to implement personalised learning. A review of instruments measuring learner satisfaction of virtual learning environments found that the learner satisfaction questionnaire (LSQ) that was developed to measure learner satisfaction of e-learning systems, and preliminarily validated by means of exploratory factor analysis, was most suitable for adaptation. This study sought to adapt and validate the LSQ for the purpose of measuring learner satisfaction of an adaptive learning system developed in-house. A total of 121 tertiary students recruited via availability sampling took part in this study. Hierarchical confirmatory factor analysis was performed as part of the validation. Results presented the adapted LSQ as a 14-item instrument that can be readily deployed on a broad scale basis. The adapted LSQ also yielded valid and reliable satisfaction scores both at the subscale as well as the overall scale level. Practical implications are discussed, noting that such scores could inform the further development and refinement of AdLeS or similar systems, with the view of benefiting students.