Meta-analysis of the DeLone and McLean models in e-learning success: the moderating role of user type

PurposeReviewing the existing literature in the field of e-learning success reveals a considerable number of studies that primarily investigate the causal relationships proposed by the DeLone and McLean (D&M) information system (IS) success model. However, the various relationships in the D&M model have found different levels of support or even contradictory results within the empirical literature. To synthesize the existing knowledge in the field of e-learning success, the authors have conducted a meta-analysis of e-learning success studies using D&M to combine the quantitative results and validate the model in this field. Furthermore, a moderator analysis involving user types was performed to examine the situation under which they may have different effects.Design/methodology/approachFor this purpose, through a systematic review of the studies, 44 independent studies were selected from 29 qualified related journals. In order to analyze the quantitative results of the studies, the meta-analysis of the effect sizes of the casual relationships in the D&M model has been used.FindingsThe findings indicated that all relationships of the model were supported. It was also revealed that the extent of effect sizes of the examined relationships depends on the type of user. Except for one relationship (user satisfaction and net benefit), all effect sizes of employees were more than those of students and teachers.Research limitations/implicationsThis meta-analysis reviewed the relationships found in the literature on D&M constructs in e-learning contexts. This study better explains the e-learning success factors by consolidating contradictory findings in the past researches and contributes to the existing e-learning success literature. The findings can assist educational institutions and organizations in decision-making because the findings resulting from the meta-analysis are more consistent than previous primary researches.Originality/valueDespite the widespread use of the D&M model in the field of e-learning success, no study has yet consolidated the quantitative findings of these studies and the current field abounds in some controversies and inconsistent findings. This paper integrates the results of empirical studies that examined the relationships within the D&M model. The main contribution of this paper, which is the first of its kind, is to apply meta-analysis to reconcile the conflicting findings, investigate the strengths of the relationships in the D&M model and provide a consolidated view.