Abstract
This study explores how the Learning Management System (LMS) features and its usability affect students’ engagement and influence their perceived academic performance in the higher education of Malaysia. Grounded on the Technology Acceptance Model (TAM) and Self-Determination Theory (SDT), it employs a qualitative phenomenological approach to study the students’ lived experiences in using the LMS platforms. Data was collected through semi-structured interviews and focus groups involving 15 students from various education levels and courses. The study identifies gamification, quizzes, discussion forums, and real-time feedback as the key motivators for student engagement with LMS platforms. Critical usability factors, such as ease of navigation and accessibility, support independent learning and time management. However, the inconsistency of instructors in using the LMS platform and the technical issues associated with LMS challenge student engagement and limit the effectiveness of LMS. The findings highlight the importance of institutional support, prior digital literacy, and simple, intuitive LMS interfaces to optimize the digital learning environment. This research provides practical insights for educators, institutes, policymakers, and LMS developers, contributing to SDG 4 by promoting an effective and inclusive digital learning environment.