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October 11, 2025OBM NeurobiologyOpen Access

The Influence of Gender and Academic Achievement on University Students' Perceptions of LMS-Based Self-Regulated Learning in Korea

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Authors

YKYongjeong KimSKSaera KwakTKTaejin Koh

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Overview

Survey examines LMS perceptions in students, revealing significant ties to gender and academic achievement.

Key Points

  • Female students reported higher perceptions of LMS-based instruction compared to male students, indicating a gender influence on learning dynamics.
  • Analysis showed academic achievement significantly impacted satisfaction, participation, and self-regulated learning in LMS environments.
  • LMS functions often remain underused, with students primarily engaging in announcement and file-sharing features, limiting their potential.
  • The interaction between gender and achievement revealed that lower-achieving males had notably negative evaluations of LMS, while females maintained high perceptions.

Cite This Study

Kim et al. (2025) studied this question.

synapsesocial.com/papers/68e9b1d9ba7d64b6fc132ff2https://doi.org/10.21926/obm.neurobiol.2504304
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Empowering Higher Education Students: Enhancing Self-Regulated Learning through LMS Implementation2024
  2. 2Empowering Students in Online Learning Environments Through a Self-Regulated Learning–Enhanced Learning Management System2025
  3. 3Gender Differences in Lecturers’ Competency and Use of Learning Management Systems at a University of Technology in South Africa2025 · 1 citations
  4. 4Gender Differences in Lecturers’ Competency and Use of Learning Management Systems at a University of Technology in South Africa2025
  5. 5Examining Student Characteristics, Self-Regulated Learning Strategies, and Their Perceived Effects on Satisfaction and Academic Performance in MOOCs2024 · 10 citations