An Approach to Understanding the Impact of Information and Communication Technology (ICT) On E-Learning through the Lens of Expectations and Disconfirmation

Abstract

The integration of information and communications technology (ICT) into education has revolutionized the e-learning landscape, offering new opportunities for interactive and flexible learning experiences. However, the effectiveness and acceptance of ICT control e-learning is influenced by learners' expectations and the extent to which experience of these expectations agrees. This study uses Expectation Theory (EDT) to analyze the effects of ICT on eLearning, focusing on how learners' favorable expectations affect their satisfaction and their coping with digital learning platforms. This paper examines how fulfillment or separation of these expectations, such as user-friendly, content quality, technical reliability, and user support, affects students' perceptions of e-learning systems. By examining the gap between expected and actual experiences, this study highlights the role of disruption in confirming learner satisfaction, learner motivation, and the continued use of ICT-enabled teaching instruments. Positive conversations (actual experience exceeds expectations) tend to increase satisfaction, while negative interruptions (if expectations are not met) can lead to frustration and can be resolved. This study provides valuable insight into educators, teachers and political decision-making. It is intended to optimize the use of ICT in educational settings. Understanding the dynamics of expectations and disruptions can help improve our e-learning platform by being more closely aligned with learners' needs and preferences. The results highlight how important it is to manage expectations and continually evaluate the user experience to ensure the success and sustainability of an ICT-enabled learning environment.