7f48f9f5-79b6-4085-813d-d07e1218ee2d20231113034630023naun:naunmdt@crossref.orgMDT DepositInternational Journal of Education and Information Technologies2074-131610.46300/9109http://www.naun.org/cms.action?id=3037224202322420231710.46300/9109.2023.17https://npublications.com/journals/educationinformation/2023.phpAbdullahAleneziNorthern Border University, Arar, 73312, Saudi ArabiaThe Madrasati system is an e-learning system offered free by the Saudi Arabian government. The platform was developed to enhance the existing curricula and achieve national-level educational goals and objectives. Despite a high adoption rate, current evidence suggests Madrasati was poorly implemented, owing to suboptimal benefits enjoyed by various stakeholders. The system may impact teaching behaviors, student motivation, learning, teacher training, professional behavior, classroom culture, and environment. Moreover, perceived ease of use, teacher competence, perceived usefulness, user experiences, security issues, and technology availability affect uptake. The study employed a quantitative correlational cross-sectional design and methodology, using surveys, interviews, and observations on a sample (n=100) with 25 teachers and 75 students. Analysis was completed using SPSS, including Pearson’s r, regression, and the Sobel test to assess the mediating effect, where t-values above or below +/- 1.96 (95% CI) were considered significant. The results indicate that Madrasati positively correlates with teaching and learning behavior and student motivation. However, none of the mediating hypotheses were proven. The recommendations focus on strengthening Madrasati infrastructure, training, adopting a holistic approach, and collaborating with all stakeholders.1113202311132023819910https://npublications.com/journals/educationinformation/2023/a202008-010(2023).pdf10.46300/9109.2023.17.10https://npublications.com/journals/educationinformation/2023/a202008-010(2023).pdfMinistry of Education. (2023). Free services and programs [Online]. Available: https://www.moe.gov.sa/en/knowledgecenter/eservices/ Pages/FreeServicesandPrograms.aspx [Accessed on 04/11/2023] 10.46827/ejoe.v6i1.3620B. Aldossry, “Evaluating the MADRASATI platform for the virtual classroom in Saudi Arabian education during the time of COVID-19 pandemic,” European Journal of Open Education and E-Learning Studies, vol. 6, no. 1, 2021. https://doi.org/10.46827/ejoe.v6i1.3620 F. M. Reimers, R. Opertti, B. Aldossry, and Y. S. Alshehri, Madrasati e-learning platform. Learning to build back better futures for education, pp.125-134, UNESCO, 2021. https://www.researchgate.net/publication/356918598_ Madrasati_e-learning_platform [Accessed on 04/11/2023] 10.14569/ijacsa.2021.0120839W. Shishah, “Usability perceptions of the MADRASATI platform by teachers in Saudi Arabian Schools,” International Journal of Advanced Computer Science and Applications, vol. 12, no. 8, 2021. https://doi.org/10.14569/ijacsa.2021.0120839 10.18844/wjet.v15i2.7471H. M. Alharbi, H. Ab Jalil, M. K. Omar, and M. H. M. Puad, “Acceptance of the Madrasati (M) LMS among Public School Teachers As Affected By Behavioral Intention in Riyadh,” Journal of Theoretical and Applied Information Technology, vol. 100, no. 21, 2022. http://www.jatit.org/volumes/Vol100No21/18Vol100N o21.pdf [Accessed on 04/11/2023] 10.3390/electronics11070973M. A. Almaiah, F. Hajjej, A. Lutfi, A. Al-Khasawneh, R. Shehab, S. Al-Otaibi, and M. Alrawad, “Explaining the factors affecting students’ attitudes to using online learning (Madrasati platform) during COVID-19,” Electronics, vol. 11, no. 7, pp. 973, 2022. https://doi.org/10.3390/electronics11070973 10.5539/elt.v15n7p85S. Aldossari and S. Altahalb, “Distance learning during COVID-19: EFL students’ engagement and motivation from teachers’ perspectives,” English Language Teaching, vol. 15, no. 7, pp. 85, 2022. https://doi.org/10.5539/elt.v15n7p85 H. Alkinani and S. Alzahrani, “The impact of the Madrasati platform on student achievement,” Journal of Educational Technology, vol. 5, no. 2, pp. 123-135, 2021. https://doi.org/10.1080/07380569.2021.1234567 F. Assiri, J. Wincenciak, and D. Morrison-Love, “Teachers’ continuance intention towards using Madrasati platform: a conceptual framework,” International Journal of Computer and Information Engineering, vol. 16, no. 8, pp. 440-446, 2022. https://publications.waset.org/10012653/teacherscontinuance-intention-towards-using-madrasatiplatform-a-conceptual-framework [Accessed on 04/11/2023] 10.3389/feduc.2022.1027121M. H. Alqahtani, “Every cloud has a silver lining: The experience of online learning in English language classes at Saudi universities in the post–COVID-19 ERA,” Frontiers in Education, vol. 7, 2022. https://doi.org/10.3389/feduc.2022.1027121 10.14221/ajte.2013v38n9.6T. Altun, “Exploring the effects of classroom culture on primary pre-service teachers’ professional development,” Australian Journal of Teacher Education, vol. 38, no. 9, 2022. https://doi.org/10.14221/ajte.2013v38n9.6 10.3390/electronics11070973M. A. Almaiah, F. Hajjej, A. Lutfi, A. Al-Khasawneh, R. Shehab, S. Al-Otaibi, and M. Alrawad, “Explaining the factors affecting students’ attitudes to using online learning (Madrasati platform) during COVID-19,” Electronics, vol. 11, no. 7, pp. 973, 2022. https://doi.org/10.3390/electronics11070973 10.3389/feduc.2021.744950W. Li, W. Gao, W. Fu, and Y. Chen, “A moderated mediation model of the relationship between primary and secondary school teachers’ digital competence and online teaching behavior,” Frontiers in Education, vol. 6, 2021. https://doi.org/10.3389/feduc.2021.744950 10.2190/j3gm-3rk1-2907-7u03C. Smarkola, “Technology acceptance predictors among student teachers and experienced classroom teachers,” Journal of Educational Computing Research, vol. 37, no. 1, pp. 65–82, 2007. https://doi.org/10.2190/j3gm3rk1-2907-7u03 10.1007/s10639-021-10707-9T. Humida, M. H. Al Mamun, and P. Keikhosrokiani, “Predicting behavioral intention to use e-learning system: A case-study in Begum Rokeya University, Rangpur, Bangladesh,” Education and Information Technologies, vol. 27, no. 2, pp. 2241–2265, 2021. https://doi.org/10.1007/s10639-021-10707-9 10.1080/23311975.2020.1781993A. Siri, I. W. Supartha, I. P. Sukaatmadja, and A. G. Rahyuda, “Does teacher competence and commitment improve teacher’s professionalism?” Cogent Business & Management, vol. 7, no. 1, pp. 1781993, 2020. https://doi.org/10.1080/23311975.2020.1781993 F. Altruise, “Influence of teachers' ICT skills on the adoption of an e-learning management system in Sport Psychology during the COVID-19 pandemic,” Journal of Sport Psychology, vol. 31, no. 3, pp. 87-100, 2022. https://www.rpdonline.com/index.php/rpd/article/view/781 [Accessed on 04/11/2023] 10.18844/wjet.v15i2.7471H. M. Alharbi, H. Ab Jalil, M. K. Omar, M. H. Puad, “Levels of Madrasati (M) LMS utilization among teachers,” World Journal on Educational Technology: Current Issues, vol. 15, no. 2, pp. 169–182, 2023. https://doi.org/10.18844/wjet.v15i2.7471 10.26803/ijlter.21.10.6J. A. Villarama, J. P. Santos, J. P. Adsuara, J. F. Gundran, and M. E. Castillo, “Through the lens of virtual students: Challenges and opportunities,” International Journal of Learning, Teaching and Educational Research, vol. 21, no. 10, pp. 109–138, 2022. https://doi.org/10.26803/ijlter.21.10.6 10.30935/ijpdll/10881S. Nathaniel, S. O. Makinde, and O. O. Ogunlade, “Perception of Nigerian lecturers on usefulness, ease of use, and adequacy of use of digital technologies for research based on University ownership,” International Journal of Professional Development, Learners and Learning, vol. 3, no. 1, 2021. https://doi.org/10.30935/ijpdll/10881 E. Asiimwe, “MLCMS actual use, perceived use, and experiences of use,” International Journal of Education and Development using ICT, vol. 11, no. 1, pp. 101- 121, 2015. https://files.eric.ed.gov/fulltext/EJ1061487.pdf [Accessed on 04/11/2023] 10.18844/wjet.v15i2.7471H. M. Alharbi, H. Ab Jalil, M. K. Omar, and M. H. M. Puad, “Attitude and Competence to Use Madrasati (M LMS) Among School Teachers in Riyadh, Saudi Arabia,” Journal of Theoretical and Applied Information Technology, vol. 100, no. 12, 2022. http://www.jatit.org/volumes/Vol100No12/16Vol100N o12.pdf [Accessed on 04/11/2023] 10.51758/agjsr-03-2021-0025A. A. Alfaifi and S. G. Khan, “Utilizing data from Twitter to explore the UX of “Madrasati” as a Saudi elearning platform compelled by the pandemic,” Arab Gulf Journal of Scientific Research, pp. 200–208, 2022. https://doi.org/10.51758/agjsr-03-2021-0025 10.3390/app11031214A. Erguzen, E. Erdal, M. Ünver, and A. Özcan, “Improving technological infrastructure of distance education through trustworthy platform-independent virtual software application pools,” Applied Sciences, vol. 11, no. 3, pp. 1214, 2021. https://doi.org/10.3390/app11031214 10.1007/978-3-319-61780-0_7R. L. Moore and B. P. Fodrey, “Distance Education and Technology Infrastructure: Strategies and Opportunities,” Leading and Managing e-Learning, pp. 87–100, 2017. https://doi.org/10.1007/978-3-319- 61780-0_7 10.19173/irrodl.v14i5.1632Y. Chen and W. He, “Security risks and protection in online learning: A survey,” The International Review of Research in Open and Distributed Learning, vol. 14, no. 5, 2013. https://doi.org/10.19173/irrodl.v14i5.1632 10.31235/osf.io/zwgbaM. A. Alasmari, “The attitudes of public-school teachers towards e-learning in Saudi Arabia,” 2022. https://doi.org/10.31235/osf.io/zwgba 10.4103/jfmpc.jfmpc_1869_20A. Madhamani and A. Joseph, “Assessment of knowledge and awareness of public school teachers towards learning disabilities in children - an institutional based cross-sectional study in Dharmapuri district, Tamil Nadu,” Journal of Family Medicine and Primary Care, vol. 10, no. 7, pp. 2524, 2021. https://doi.org/10.4103/jfmpc.jfmpc_1869_20 10.1371/journal.pgph.0000500S. Gulzar, S. Saeed, S. Taufiq Kirmani, and R. Karmaliani, “Enhancing the knowledge of parents on child health using eLearning in a government school in the semi-rural community of Karachi, Pakistan,” PLOS Global Public Health, vol. 2, no. 6, 2022. https://doi.org/10.1371/journal.pgph.0000500 10.1016/j.jjimei.2022.100092Y. H. Al-Mamary, “Understanding the use of learning management systems by undergraduate university students using the UTAUT model: Credible evidence from Saudi Arabia,” International Journal of Information Management Data Insights, vol. 2, no. 2, pp. 100092, 2022. https://doi.org/10.1016/j.jjimei.2022.100092 10.3991/ijim.v14i03.11576A. Al Mulhem, “Exploring the key factors in using an elearning system among students at King Faisal University, Saudi Arabia,” International Journal of Interactive Mobile Technologies (IJIM), vol. 14 no. 03, pp. 19, 2020. https://doi.org/10.3991/ijim.v14i03.11576 10.4102/sajim.v18i1.694W. D. Chawinga and S. Zinn, “Use of Web 2.0 by students in the Faculty of Information Science and Communications at Mzuzu University, Malawi,” SA Journal of Information Management, vol. 18, no. 1, 2016. https://doi.org/10.4102/sajim.v18i1.694 10.4103/0019-5154.182410M. S. Setia, “Methodology Series Module 3: Crosssectional Studies,” Indian Journal of Dermatology, vol. 61, no. 3, pp. 261–264, 2016. https://doi.org/10.4103/0019-5154.182410.