Age-Related Differences in Learner Satisfaction, Engagement, and Usability Perceptions among South African Online Learners across Different Provinces: A Cross-Sectional Quantitative Study
DOI:
https://doi.org/10.47604/ijodl.3727Keywords:
Online Learning, Age Differences, Learner Satisfaction, Engagement, UsabilityAbstract
Purpose: This study examines whether learner satisfaction, engagement, skill development, and perceptions of usability and convenience differ across age groups in an online learning context.
Methodology: A mono-method quantitative, cross-sectional design was employed. Data were collected using a structured Likert-scale survey administered via Microsoft Forms to 596 learners enrolled in digital learning programs offered by Infomage & RIMS Group in South Africa. A non-probability sampling approach was used. Descriptive statistics and one-way ANOVA were conducted to assess differences across age cohorts (18–24, 25–34, and 35–44 years). Given unequal group sizes and variances, Welch’s ANOVA and Games-Howell post hoc tests were applied to ensure robustness.
Findings: The results revealed no statistically significant differences across age groups for satisfaction, engagement, or perceived skill development. However, perceptions of usability and convenience differed significantly (p = .027), with older learners reporting more positive experiences. While post hoc comparisons did not reach statistical significance, observed trends suggest that age may influence usability expectations. The null hypotheses for Composites 1, 2, and 3 failed to be rejected, while the null hypothesis for Composite 4 was rejected.
Unique Contribution to Theory, Practice and Policy: This study contributes to theory by identifying usability, rather than satisfaction or engagement, as the primary dimension influenced by age in digital learning environments. Practically, the findings highlight the importance of aligning platform design with diverse user expectations and cognitive preferences. From a policy perspective, the results support the development of inclusive digital learning strategies that account for usability differences across age groups to enhance accessibility and learner experience.
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Copyright (c) 2026 Karl Tischlhauser, Prof. Wynand Goosen, Thabiso Mypane
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