摘要：AbstractE-learning has been a wide research discussion and the evaluation of e-learning interface design has been an imperative importance discussion among previous researchers. But none of the research reveal the influence of cognitive styles with system characteristics and information success which lead to user satisfaction. Despite considerable empirical research, results on the relationships among constructs related to information system (IS) satisfaction, as well as the determinants of IS satisfaction, are often inconsistent. A comprehensive understanding of IS satisfaction thus remains elusive. In an attempt to address this situation, we present and test a comprehensive theoretical model that explains interrelationships among different constructs representing the system context and usage which lead to satisfaction. This study will also identify the role of cognitive style as a moderator between system context and usage. The results will underline the importance of attributes from system context and cognitive theory of cognitive styles in IS satisfaction and raise questions about some commonly believed relationships.
