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CHAPTER 1

The Problem and Its Setting

As the field of Information and Communication Technology (ICT) continues

to evolve, the role of IT support services in educational settings becomes crucial

for facilitating effective learning experiences. However, the extent to which IT

support services contribute to learner satisfaction among ICT students remains a

relatively unexplored area. This study aims to address the following key problem

the current landscape of IT support services for ICT students lacks a

comprehensive understanding of its impact on learner satisfaction. While

advancements in technology provide opportunities for enhanced learning, the

effectiveness of IT support services in meeting the specific needs and expectations

of ICT students is not well-documented.

Chaudhary et al., (2020), study investigates the impact of Information &

Communication Technology (ICT) orientation on a university's brand performance,

considering the mediating role of student satisfaction and the moderating roles of

trust and perceived service quality, particularly during the COVID-19 pandemic.

Utilizing a quantitative approach, data was gathered from 417 university students

in Pakistan through structured questionnaires. Analyzing the data using SPSS and

AMOS, the study found a significant positive relationship between ICT orientation,

student satisfaction, and university brand performance. Student satisfaction was

identified as a mediator between ICT orientation and university brand performance.

Additionally, perceived service quality acted as a negative moderator between ICT

orientation and student satisfaction, while trust acted as a positive moderator

between student satisfaction and university brand performance. The study offers
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valuable insights for universities on enhancing and maintaining brand performance

and student satisfaction during the COVID-19 crisis through the effective utilization

of ICT tools and strategies.

Muñoz-Carril et al., (2021), Computer-Supported Collaborative Learning

(CSCL) in a virtual university setting, to determine the variables impacting students'

perceptions of the influence on their learning and their level of satisfaction. It tested

and validated thirteen hypotheses with 701 individuals using a structured

questionnaire and the Partial Least Squares approach. The study aimed to

investigate the relationship between several characteristics and satisfaction and

perceived influence on learning in CSCL, including attitude, perceived usefulness,

perceived enjoyment, and perceived ease of use. Theoretically, the study was

grounded on well-known frameworks such as Flow Theory, the Technology

Acceptance Model (TAM), and the Expectation-Confirmation Model (ECM). The

final objective was to offer insights into the crucial components of successful CSCL

experiences and how these components could be successfully included in the

planning and execution of collaborative learning practices in both institutional and

classroom settings.

The study of Obillos et al., (2016), delves into the experiences, perceptions,

and attitudes of both novice and experienced language teachers regarding the

integration of Information and Communication Technology (ICT) into teaching

English as a Second Language (ESL) in the Philippines. It aims to compare and

contrast the viewpoints and practices of these two teachers in terms of ICT use,

shedding light on the similarities and differences between their approaches. The

findings revealed that while the experienced teacher had more exposure to ICT,

the novice teacher implemented a higher volume of ICT-related materials and

activities in the language classroom. Both teachers held positive views regarding
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the impact of ICT on students’ learning and achievement. However, the novice

teacher perceived ICT use as time-consuming and called for a deeper

understanding of technological devices. In contrast, the experienced teacher

emphasized the advantages of ICT in language teaching but highlighted

challenges such as limited Internet access and insufficient resources hindering

effective integration. Despite their differing experiences, both teachers displayed

positive attitudes towards ICT integration in English Language Teaching (ELT) and

expressed hopes for its further strengthening in the Philippines' educational

landscape. The study concludes by presenting implications for ICT use in

education and language teaching, particularly in basic education institutions in the

Philippines, highlighting the evolving role of technology in shaping modern

language education.

The research of Sayson (2021), examines the Student Quality Index

associated with the provision of ICT (Information and Communication Technology)

support services by the ICT Department at Carlos Hilado Memorial State College-

Alijis Campus in Bacolod City. To comprehensively address this objective, a

quantitative research approach was employed, drawing a significant portion of

respondents from the Bachelor of Industrial Technology program. Notably, the

study predominantly comprised male participants. The investigation meticulously

evaluated various facets of ICT services, shedding light on the levels of satisfaction

within distinct service domains. Specifically, the analysis indicated a moderate

level of satisfaction regarding the Internet services facilitated by the Internet

Center. However, in the realm of Campus Free Wi-Fi provision, the index

highlighted a slightly satisfied rating. Furthermore, the study intricately scrutinized

the satisfaction levels concerning ICT support staff across different genders and

academic programs. It discerned a moderately satisfied quality index concerning

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the support rendered by ICT staff, irrespective of the participant's gender or

specific academic programs.

The study by Dionola et al., (2022), examines the relationship between

computer skills and online satisfaction among college students in Panabo City,

employing non-experimental quantitative methods. It aims to explore the impact

and correlation between computer skills and online satisfaction, using a

questionnaire divided into two sections to assess these variables among

respondents. The background underscores the evolution of digital communication,

highlighting the increasing significance of technological skills, especially in learning

communication. With the rise of online learning, the COVID-19 pandemic acted as

a catalyst for the adoption of alternative learning methods. The study explores how

digital accuracy and technical skills influence student satisfaction and commitment

to online learning. In today's educational landscape, integrating technology into

teaching has become essential, providing students with crucial skills for the ever-

evolving, technology-driven world. While technology enhances engagement and

learning, it also presents certain challenges, emphasizing the need for educators

to incorporate it effectively into their instructional practices. The study recognizes

that colleges are leveraging technology to improve student retention and success.

Technology pervades various aspects of college life, with students having

increased access to personal computing and communication technologies.

Educators are eager to harness technology's potential to motivate and engage

students for optimal academic achievement. Online education, an instructional

method utilizing various tools and technologies, has gained prominence,

particularly with increased internet access and advancements in cloud

technologies. However, gaps and challenges persist, urging a deeper

understanding of online education and the need for flexible policies and
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innovations in response to changing educational landscapes. Ultimately,

integrating educational technology into the student learning experience emerges

as an effective way to engage learners and enhance academic achievement.

Technologies like the internet, mobile devices, social media, and cloud computing

provide avenues for teachers to design digital-age learning experiences, promoting

effective student learning.

Rationale of the Study

As far as the researchers knew, there had never been any local research

on determining the relationship between Information Technology and learners'

satisfaction as perceived by information communication technology students. This

was one of the reasons why the researchers decided to conduct this study.

Furthermore, as part of current Grade 12 students who are a few steps away from

entering college, the researchers decided to focus on this study that may serve as

a stepping stone for a better future not just for the students, schools, or community,

but also for our country. The researcher believes that this study will be helpful to

the following groups of people and individuals:

Department of Education Officials. A comprehensive study on IT support

services and learner satisfaction among ICT students provides the DepEd with

invaluable insights. These findings can aid in refining educational policies, guiding

resource allocation for IT infrastructure, and enhancing curriculum guidelines

related to technology integration.

School Heads. School administrators stand to benefit significantly. The

study's outcomes offer actionable intelligence to invest strategically in IT

infrastructure, tailor support services to meet student needs effectively, and

develop comprehensive strategies for integrating technology into the educational

framework.
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Teachers. This study brings promising prospects. Insights derived can lead

to the improvement of teaching tools and methodologies, facilitate targeted training

programs to enhance IT support skills, and offer guidance on adapting teaching

strategies for heightened student engagement in ICT-focused learning

environments.

Students. This study helps students pursuing ICT-related studies

experience a more enriched academic journey. The study's outcomes promise

better access to resources, heightened satisfaction levels, and improved skill

development, contributing to a more conducive and fulfilling learning experience.

Parents. The outcome of this study helps parents of students benefit from

increased assurance about the quality of technological resources available to their

children. Understanding student needs in navigating educational technology

empowers parents to offer more informed support and guidance.

Future Researchers. The study serves as a valuable reference point,

offering a benchmark for comparative analysis and methodological insights that

can significantly shape and refine future research endeavors in educational

technology and satisfaction assessment.

Statement of the Problem

This study determined the significant correlation between information

technology support and learners' satisfaction as perceived by Information

Communication Technology Students of the Rizal Memorial Colleges, Inc. It

sought to answer the following specific questions:

1. What are the Information technology support services?

students in terms of:

1.1 Help Desk Assistance

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1.2 Learning Management System (LMS) Support

1.3 Device and Software Guidance

2. What impact does ICT have on students' satisfaction, motivation, and

engagement in learning?

in terms of:

2.1 Enhanced Accessibility and Convenience

2.2 Personalized Learning Experience

2.3 Active Participation and Engagement

3. Is there a significant relationship between information technology

support services and learning satisfaction as perceived by Information

Technology Students?

Hypotheses

The study was tested at 0.05 significance.

HO: There is no significant relationship between IT support service and

learners' satisfaction as perceived by ICT students.

HA: There is a significant relationship between IT support service and

learners' satisfaction as perceived by ICT students.

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Review of Related Literature

In this part, the researchers will present and discuss several related studies

about the variables involved in the study, which will enable readers to learn and

comprehend additional information. The independent variable, the Quality of IT

Support Services, will be discussed first, followed by its indicators. Then, the next

to be discussed is the dependent variable which is the ICT students’ Satisfaction

with related existing studies as well, and followed by its indicators also.

The Quality of IT Support Services

The quality of IT support services is summed up by responsiveness,

expertise, and customer orientation. This not only means solving technical

problems quickly but with a deep understanding of the user's needs and

constraints. The hallmark of exceptional IT support is the ability to communicate

complex solutions in easy-to-understand language, enabling users to understand

and prevent similar problems in the future. It's also about being proactive—

preventing problems before they happen and implementing operating systems that

minimize downtime. The quality of IT support is ultimately a seamless combination

of technical expertise, empathy, and a proactive approach that ensures smooth

operations and empowered users within the organization.

According to Nsamba et al., (2017), to evaluate the quality of IT support

services in distance education institutions from students' perspectives. Through

semi-structured interviews, the study found that service quality in distance

education can be measured by six dimensions: tangibles, reliability,

responsiveness, delivery, assurance, and student participation. These dimensions

will help distance education institutions monitor the overall performance of their

services and better understand the expectations and perceptions of students.

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According to David et al., (2013), IT services are crucial for the smooth

functioning of modern businesses. As per David et al. (2013), every aspect of IT

plays a vital role in the success of a technology-dependent company. These

services can cover a wide range of topics and domains and may be managed

internally or outsourced to a third-party service provider. However, the types of IT

services available can vary widely depending on the specific needs of an

organization. Managed IT service providers in Sacramento may offer different

services than those based in Seattle or other locations.

Moreover, in the study of Stewart et al., (2013) The expansion of online

teaching and learning has fostered the creation of numerous standards and

frameworks to evaluate and promote quality in online instruction and learning. A

review of these standards showed that there is consistency in indicators of quality

for online programs. One indicator, student support, was selected for study. Quality

frameworks were reviewed to determine if student support was included among

the indicators. Then, to examine the inclusion of student support services within a

real-world context, a case was selected for observation and illustration.

Examination of the case showed that faculty and administrators had designed and

were delivering critical student support services. Both new and existing support

systems were needed and provided. This case indicated a primary need and

provisions for student support in the following areas: admissions and registration,

advising, orientation, learning support, scholarships and awards, library resources,

computing and technology resources, articulation with other institutions, career

placement, and communication.

Help Desk Assitance. When it comes to IT support services and learners'

satisfaction, help desk assistance plays a crucial role in the experience of ICT

students. A robust help desk service can significantly impact student satisfaction
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by addressing their technical issues efficiently. An essential requirement for large

institutions heavily reliant on IT services and resources is an IT help desk system.

In the study of Al-Hawari et al., (2019), an IT help desk system for large

institutions heavily reliant on IT services. It serves as the primary interface between

IT staff and users, streamlining service requests and issue resolution. Its

multifaceted functions include efficient ticket management, task automation, and

aiding in defining streamlined business processes. Moreover, it enables the

evaluation of the overall performance of the IT department through generated

reports and Key Performance Indicators (KPIs), resulting in enhanced productivity

and heightened customer satisfaction. Outlined within are essential requirements

for a successful help desk system, encompassing in-house development,

seamless integration with employee portals, incident management support,

collaborative features, email notifications, automatic ticket classification, and

robust reporting capabilities. The paper's significant contributions are delineated

into three key areas: the development of an in-house help desk system tailored for

ongoing IT needs at the German Jordanian University (GJU), the methodology for

creating an accurate machine learning model for ticket classification, and the

system's capacity to define clear business process activities while measuring KPIs

for evaluating IT staff and processes. This comprehensive system enables GJU

employees to report issues, request services, and engage with IT staff through the

MyGJU portal, while also supporting administrative functions, automated email

notifications, and decision-making reports.

However, it has been found by Praven et al., (2020), technology support

encompasses the provision of technological resources, infrastructure, and

assistance. It's a cornerstone for ICT students, ensuring access to necessary tools

and aids when navigating technical issues. Social support involves interactions
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within the academic community, including peers, faculty, and staff. It fosters a

sense of belonging, collaboration, and emotional well-being among students.

Academic support refers to the guidance, mentoring, and educational resources

available to students. This includes tutoring, academic advising, and other services

aimed at enhancing learning outcomes. Service support encompasses various

administrative and logistical assistance provided to students, ensuring smooth

operations and addressing non-academic needs. The study highlights the

significant positive relationship between these support dimensions and student

satisfaction. When these aspects are well-established and effectively implemented

within both private and state universities, they contribute positively to students'

overall satisfaction with their educational experiences.

Learning Management Support (LMS). Learning Management System

(LMS) is a software application or platform that revolutionizes education and

training by providing a centralized hub for creating, managing, and delivering

educational content. It offers a dynamic range of tools and features, including

content creation, student enrollment, progress tracking, assessments,

communication tools, and administrative functionalities.

In the study of Sirait and Rokhimah (2021) during the COVID-19 pandemic,

technology has been a great assistance in supplying children with educational

resources. Dynamic learning platforms, including learning management systems

(LMSs), facilitate collaborative and two-way interactions. The purpose of this study

is to examine user satisfaction, particularly as it relates to instructors utilizing LMSs

with ICT infrastructure support. Usability, accessibility, and ease of use are the

three factors that determine satisfaction (Access Range). There were 55

responders in this survey. An online Google Form questionnaire was used to

gather the data, and it was subsequently used to assess the data's validity,
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reliability, and model fit.

In addition, Asamoah (2021) specialists in information and communication

technology who work in universities are crucial to the implementation of

educational technologies for learning and teaching. In light of the importance of

these experts and the appalling lack of empirical research on the topic in Sub-

Saharan Africa, this study examines the opinions of ICT specialists employed by

Ghanaian universities regarding the implementation of Moodle/Sakai Learning

Management Systems (LMS) for instructional purposes and the associated

difficulties

Device and Software Guidance. Device and software guidance offers

advice for choosing and managing technology tools. It covers compatibility,

performance, security, user-friendliness, updates, and support for hardware

(devices) and software. This guidance helps optimize tools for specific needs and

objectives.

In the study of Chrisanto et al., (2023), the key role of universities in

promoting digital literacy is to promote digital transformation in Indonesia. It

supports organizational change in the academic environment as a strategic step

towards this change. The study presents an innovative concept: the Thesis

Consultation Process Information System (SIBIMA), designed to simplify the

procedures related to the thesis, such as registration, supervisor selection and

consultation. Using the software development lifecycle method with the Waterfall

model, SIBIMA strives to align the core values of Atma Jaya Catholic University of

Indonesia - Christian, Unggul, Peduli, and Professional. The goal of the system is

to improve collaboration between students, lecturers, and academic staff, which

ultimately improves the quality of education. The case study is specifically tailored

to the Head of Tourism Department, Faculty of Business and Communication

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Sciences, Atma Jaya Catholic University, Indonesia, which fulfills the broader

objective of supporting educational services in the field.

According to Asio et al., (2021) Due to the effect of the current pandemic

that the world is experiencing, the educational system swiftly remedied the problem

of student learning. This study assessed the students' internet connection

capability and the availability of learning devices at their homes. The researchers

used a descriptive cross-sectional research design with the online survey as the

primary tool for data gathering. Using a convenience sampling technique, this

study garnered 2,894 responses from students at a local higher education

institution in Central Luzon, Philippines. The study used a modified questionnaire

and subjected the gathered data to simple statistical analysis. As per the survey's

findings, 70% of the pupils have access to the internet at home. However, the

smartphone is the most popular device for learning gadgets that students can use

for learning.

ICT Student Satisfaction

In general, student satisfaction with ICT programs depends on several

factors. Quality training supported by qualified teachers and practical experience

is the foundation. Access to state-of-the-art resources from technology to libraries

fosters an enriched learning environment. Support services, networking

opportunities, and keeping up with industry trends further increase satisfaction.

According to Malik et al. (2023) contribute to the comprehension of student

satisfaction in the ICT field through their study within the CLT framework. Their

work supplements existing literature by highlighting the influence of psychological

distance on shaping student satisfaction. The results suggest that disciplines in

ICT characterized by higher psychological distance, particularly abstract ones,

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tend to generate greater satisfaction. This alignment with CLT posits that abstract

concepts encourage intellectual exploration, depth of understanding, and cognitive

flexibility. Furthermore, the research reveals that abstract ICT disciplines hold

promises for the future, seen by students as preparation for innovative careers.

This forward-looking perspective amplifies satisfaction, with students envisioning

contributions to the field’s advancement and potential societal impacts.

Additionally, the study underscores the intellectual challenge posed by abstract

disciplines, emphasizing higher-order thinking, analytical reasoning, and problem-

solving. The intrinsic rewards linked to mastering complex ideas and enhancing

intellectual capabilities significantly contribute to overall satisfaction with the

learning experience.

Chaudhury et al. (2020) investigated how ICT design affects university

brand performance using student satisfaction as a mediator and trust as a

moderator. They collected data through an online survey of university students in

Pakistan and found that ICT design has a positive impact on brand performance.

Online learning has had a significant impact on brand performance. The study

highlighted a strong link between student satisfaction and ICT, especially during

COVID-19, citing benefits such as flexible learning and improved services. Greater

satisfaction had a positive impact on the brand's performance, demonstrating its

central role during the pandemic. The recommendations encouraged Pakistani

universities to prioritize ICT in modernized facilities that will increase student

satisfaction and brand performance. Perceived service quality negatively

influenced the impact of ICT 9 on satisfaction, while student trust had a positive

impact on satisfaction and an impact on brand performance. Overall, the study

highlighted improved customer satisfaction and increased student confidence to

strengthen brand performance, especially in the challenging context of COVID-19.

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However, in the s t u d y o f Omar et al. (2022) discovered that the

contentment of students at Politeknik Tuanku Syed Sirajuddin (PTSS) is influenced

by ICT and e-learning. Consequently, enhancing these aspects, particularly ICT

and e-learning, is anticipated to lead to heightened student satisfaction. The

primary goal of this study is to aid educators, management, and institutions in

enhancing the quality of ICT and e-learning systems. It aspires to offer insights for

educators, management, and institutions to refine the teaching and learning

process by crafting effective lessons within the system to boost overall student

satisfaction. Nonetheless, the study has a few limitations. Firstly, it exclusively

concentrates on PTSS students among 35 polytechnics in Malaysia, restricting the

applicability of the data to PTSS students rather than encompassing all

polytechnics in Malaysia. Secondly, although the study delves into two variables,

the findings suggest that additional variables also influence student satisfaction.

Therefore, it is imperative to conduct further studies on these variables to

comprehensively enhance student satisfaction.

Enhanced Accessibility and Convenience. Enhanced Accessibility and

Convenience in IT support for ICT students means making tech assistance easily

available and user-friendly. This includes accessible help desks, online support,

and quick solutions, aiming to boost satisfaction by offering swift and easy-to-use

services.

In the study of Kwasi and Kwadwo (2018) Integrating Information and

Communication Technology in Education: Accessibility, Reliability, and

Convenience in Tertiary Institutions in the Upper West Region of Ghana. Rockson

Afriyie Kwasi, Fordjour Kwadwo Andrews International Journal of Recent

Research in Mathematics Computer Science and Information Technology 4 (2),

46-54, 2018 The zeal to integrate the internet and other information technologies
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in tertiary educational practice has now gained paramount importance in Ghana.

Most of the tertiary institutions have been providing internet connectivity and other

Information and Communication Technology (ICT) facilities to their students to aid

academic work to enhance academic performance. However, these ICT facilities

are not effectively integrated into the teaching and learning environment.

Consequently, this study assessed the availability, accessibility, and ease of use

of internet and information technology equipment in tertiary institutions in the

Upper West Region of Ghana. In total, 481 respondents from three academic

institutions took part in a survey conducted through a systematic random sampling

technique. The study revealed that students' access to the Internet and ICT

facilities have serious challenges such as internet unreliability and inadequate ICT

equipment. Finally, the study recommended improvement in internet facilities and

increased bandwidth subscription.

According to Sutrisno, Andre et, al (2021) The analysis of the facilities and

ICT applications usage by the university’s students Sutrisno Sutrisno, Hasudungan

Lubis Andre, Susilawati Susilawati Journal of Physics: Conference Series 1793

(1), 012050, 2021 The applications and facilities of ICT in a university are

necessary to enhance the performance, and quality of the education. As the main

role of the successful use of ICT facilities, students are expecting to obtain

gratification and satisfaction in using these technologies. The study employed the

UGT (Uses and Gratification Theory) as the fundamental concept to arrange the

research framework and surveyed 386 respondents. The result pointed out that

students' attitudes, social support, and locus of control influence the gratification

and satisfaction with the usage as the intervening variable. Findings also stated

that the usage of ICT applications and facilities is influencing both gratification and

satisfaction. However, variables of demographics, community involvement, and

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credibility do not affect gratification and satisfaction.

Personal Learning Experience. IT support services and learner satisfaction

among ICT students can include a range of educational encounters, self-directed

activities and interactions that promote an individual's understanding and ability to

use IT support services by measuring and improving learner satisfaction in the field

of information and communication technology.

A study by Magnaye (2020), shows that the lack of effective technology

management in higher education institutions leads to service inefficiency and

affects the quality of education. Challenges faced by Third World countries,

especially the Philippines, in integrating technology into education include lack of

financial resources, lack of training of officials and staff, and human resources to

support and maintain the quality of the teaching and learning process. Includes

capital. The above challenges can impact the business in the form of poor

technology management and a decline in the number of institutions, which can

impact the income and revenue streams of institutions. In the modern educational

environment, most schools have adopted IT-integrated teaching and learning. This

is because we believe that IT integration is a way to provide efficient and quality

services to our stakeholders. The introduction of automated processes and

technology platforms will cover some of the challenges faced by many universities.

Furthermore, according to a study by Alcaide et al., (2019), learning

technologies offer wide opportunities for implementation in learning processes that

have been increased by the use of open resources in education and their impact

on higher education, especially in developing countries. Thanks to these

technologies, a new type of relationship has emerged between teacher and

student that does not necessarily require physical and face-to-face space. The

physical spaces of education are being replaced by virtual or blended learning

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through virtual learning, the use of which can offer both advantages and obstacles.

Using the virtual environment, students can build and develop their learning. Thus,

education in the current approach is seen as the use of common technology, such

as a smartphone, tablet, or computer, applied in informal and lifelong learning,

especially for adult students. I believe that mature students use information and

communication technologies (ICT) more often for learning than for other

purposes), perhaps because this environment allows students to more personally

optimize e-tools and learning decisions can be made according to the schedule of

each individual. This social framing of students and teachers led to the analysis of

user attitudes as a significant line of scientific research. The goal is to increase

knowledge about the learning and teaching process of higher education and thus

embrace virtual and technological learning environments. In addition, the success

of online learning environments has so far traditionally associated the study of

emotions mainly with the study of people's commitment to learning and practical

learning, especially students and teachers.

Active Participation and Engagement. Active participation has a significant

impact on ICT students' satisfaction with IT-supported education. This includes

interactive learning, real-world applications, feedback channels, technology

integration, collaboration, supportive relationships with teachers, adaptive

teaching methods, and regular updates to ensure relevance. Together, these

elements create a satisfying learning experience for IT support students.

The study of Aziz et al., (2020) focuses on increasing engagement in online

learning by identifying methods that effectively support student engagement.

Recognizing the critical role of e-learning in achieving learning outcomes, the

research aims to better understand how information and communication

technology (ICT) can improve learner engagement in online learning communities.

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The research aims to discover effective technological solutions by interviewing

academic experts and thoroughly evaluating existing technologies, including

mobile, wireless, streaming, pens, assessments, cloud computing, gaming, and

social media such as Instagram. This highlights the importance of aligning

technology with the needs of students to ensure it has a positive impact on their

educational experiences. Ultimately, the research aims to provide insights that can

significantly improve the integration of technology into more immersive learning

environments for online learning.

According to the study by Calasanz et al., (2023), they explored how

technology was integrated into teaching methods and subject matter, and its

impact on the emotional, behavioral, and cognitive involvement of students. Using

both descriptive and correlational approaches, the research employed a

questionnaire as its primary data collection tool, involving 26 teachers and 171

Grade VI students from Ponot District. It was discovered that teachers extensively

used technology in their teaching and that students were actively engaged in the

classroom. Teachers were skilled at using technology to convey lessons and

effectively combined technological tools with teaching methods to enhance lesson

development. The study revealed a strong connection between how much

technology was used in classrooms and the level of student engagement.

Additionally, the research emphasized how teachers' skillfulness in employing

technology during lessons positively affected student engagement and the overall

learning environment.
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Synthesis

The comprehensive analysis of multiple studies in this research has facilitated

a clearer understanding of the potential correlation between the quality of IT support

services and learner satisfaction among ICT students. The independent variable, IT

support services, emerged as a critical factor influencing learner satisfaction. Further

exploration into specific components such as technical assistance quality, accessibility,

and responsiveness could deepen this understanding. Additionally, the dependent

variable, learner satisfaction, was seen to manifest across several dimensions,

including engagement with course materials, academic performance, and overall

contentment with the learning

Theoretical/Conceptual Framework

The Technology Acceptance Model (TAM) developed by Davis in 1989

plays an important role in understanding technology adoption. It focuses on two

key factors - perceived ease of use and perceived usefulness - that shape an

individual's willingness to adopt a new technology. For example, being an older

adult and perceiving digital games as mentally stimulating and user-friendly may

encourage their adoption, while perceiving them as difficult or harmful may

discourage it. Despite some criticisms, the TAM remains a valuable framework,

especially when examining factors that influence older adults' willingness to adopt

new technology, as Braun argued in 2013. In the field of online business education,

TAM has been widely used in various multidisciplinary studies, either in its original

form by Davis or in the extended models of Venkatesh and Davis in 2000. Although

the TAM initially showed limited predictive power for beginning e-learners or early

CMS, it is effective in explaining CMS use and satisfaction with the Internet as a
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learning tool.

Studies such as Davis and Wong in 2007 investigated the use of TAM in

specific contexts such as the CECIL system at the University of Auckland. They

found that while perceived usefulness and ease of use moderated students'

intentions to use the system, perceptions of fluency and playfulness, as influenced

by software speed, were stronger predictors.

The conceptual framework of the study is shown in Figure 1. As seen in the

figure, the independent variable is the quality of IT support services with three

indicators: help desk assistance, learning management system (LMS) support, and

digital and software guidance. The dependent variable is ICT student satisfaction

with three indicators: enhanced accessibility and convenience, personalized

learning experience, and active participation and engagement. The arrow

connecting the two variables signifies the assumed relationship.

Independent Variable Dependent Variable

Quality of IT ICT Student

Satisfaction
Support Services
Help Desk Enhanced
Assistance Accessibility and
Convenience
Learning
Management Personalized
System (LMS) Learning and
Support Experience

Digital and Active

Participation and
Software Guidance
Engagement

Figure 1. Conceptual Framework Showing the Relationship Between