Abstract
This study investigated the user experience and satisfaction of first-year students after undergoing Moodle LMS training. The research was framed within the broader aim of understanding how the training influences students’ ability to navigate the Moodle platform, access learning resources, and engage with course activities. Understanding how students navigate and interact with Moodle features is crucial for designing effective training programs that aim to enhance effective learning experiences. This study adopted a mixed-method research design, employing both the qualitative and quantitative data collection. Data collection involved students semi-structured interviews to gain participants insights into their experiences with Moodle LMS after undergoing training and quantitative surveys which was used to collect the measurable data on the students’ satisfaction levels with the platform. The TAM model was used in the study to determine, understand and forecast the first-years user adoption and acceptance of Moodle LMS. The findings of this study discovered that the Moodle training provided pre-service teachers with valuable opportunities to communicate with lecturers and peers, collaborate with other students, access course materials, and manage their academic work. However, its effectiveness depended on the quality of the training and its adaptability to the specific context. This research offers practical insights for implementing effective Moodle LMS training programs for first-year students, emphasizing the need for continuous support and context-sensitive strategies to optimize user experience and engagement.