The role of schemata in the Information Systems Success Model in bridging online learning equity

Initial cognitive structures (schemata) play a crucial role in the success of Information Systems (IS) in online learning environments, particularly in efforts to support conditions associated with learning equity. However, the IS Success Model has yet to define the role of schemata clearly. This study investigates the influence and position of schemata within the DeLone and McLean framework in the context of online learning equity, with the focus on system-related benefits that may support equitable learning conditions. While learning equity is not measured directly, the model examines perceived benefits, such as accessibility, flexibility, and participation, that are theoretically linked to fair learning opportunities. Data were collected via questionnaires administered to 252 students from two state universities, all of whom had at least one year of online learning experience. The instrument was based on the IS Success Model, which includes system quality, information quality, service quality, intention to use, user satisfaction, net benefits, and schemata. Structural Equation Modeling (SEM) was used to analyze the model. The findings show that key components of the IS Success Model are positively and significantly related to perceived system-related benefits associated with conditions that may support equitable online learning, with schemata functioning as a moderating variable. It is suggested that IS implementations should incorporate support strategies such as scaffolding, personalized guidance, and introductory content to enhance the positive impact of schemata.