FACTORS IMPACTING STUDENTS’ SATISFACTION WITH A DIGITAL LEARNING APPLICATION FOR KNOWLEDGE TRAINING IN CHENGDU, CHINA

Han Yi

Authors

Han Yi Graduate School of Human Sciences, Assumption University.

Keywords:

Satisfaction, Training Knowledge Application, Secondary Education

Abstract

This study investigates the factors influencing student satisfaction with training knowledge applications among high school students in Chengdu, China. A quantitative research design was adopted, utilizing a structured questionnaire distributed to a sample of 367 students. Content validity was assessed using Item-Objective Congruence (IOC), and reliability was confirmed through a pilot test with Cronbach’s alpha values exceeding the acceptable threshold. Multiple linear regression analysis revealed that service quality, information quality, system quality, social component and individual growth, and academic performance significantly influenced satisfaction (p < .05), with the model explaining 68.5% of the variance (R² = 0.685). Service quality (β = 0.272) and social component and individual growth (β = 0.256) were the most impactful predictors. Based on these findings, a strategic intervention was designed and implemented with a subgroup of 80 students. Paired sample t-test results showed significant improvements in all variables and overall satisfaction post-intervention (p < .001), confirming the effectiveness of the strategic plan. The study offers practical implications for educators and system developers. Enhancing user-centered features, content quality, and opportunities for interaction and growth can substantially improve student satisfaction and the effectiveness of training knowledge applications in secondary education.

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