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This study investigates the indirect impact of Information and System Quality, specifically in the context of e-learning tools, and its influence on the overall impact of educators' utilization of these tools in U.S. high schools. Employing Gable's IS-Impact Measurement Model, this study conceptualizes Quality factors as first-order constructs and Impact factors as second- order constructs, providing a robust theoretical foundation for analysis. To meticulously validate these indirect effects, this research employs Partial Least Squares Structural Equation Modeling (PLS-SEM) using SmartPLS 4. A comprehensive dataset comprising responses from 237 participants, encompassing educators, administrators, and IT personnel from diverse U.S. high schools, is collected through rigorously designed online anonymous surveys. Thorough assessments of measurement and structural models are conducted to ensure the highest standards of reliability and validity. The results of this study unveil compelling insights into the indirect relationship between Information and System Quality and the overall impact on educators' use of e-Iearning tools. Specifically, Information Quality and System Quality demonstrate significant and positive indirect impacts on the 'Overall Impact' experienced by educators in U.S. high schools. The analysis unveils statistical significance in specific indirect effects and associated pathways, reinforcing the pivotal role of IS quality in shaping educational outcomes. These findings offer actionable guidance for educational policy and practice, striving to align IS tools more effectively with the core objectives of educational institutions. Furthermore, this research sets the stage for future investigations to assess the indirect effects and impacts using the IS-Impact model across diverse domains and stakeholder groups.
Nadella et al. (Fri,) studied this question.