The global health crisis caused by COVID-19 has forced the migration of classes to online education with the help of learning management system. As students are the key stakeholders who will determine the adoption or usage of it, their perceptions of it need to be considered. In this regard, this study aims to evaluate students' satisfaction toward BrightSpace, an adopted LMS by Indiana Aerospace University, using Nguyen's (2021) LMS satisfaction model, with sex and year levels added as moderating variables. Using a quantitative cross-sectional survey design, 602 students from different degree programs participated in an online survey deployed using Google Forms. The survey aimed to test the influence of system content, instruction information, interaction, and technology quality on students' perceived LMS usefulness, and the influence of perceived usefulness on students' LMS satisfaction. The findings of structural equation modeling suggest that system content, interaction, and technology quality significantly and positively influenced students' perceived usefulness, subsequently leading to their satisfaction with the LMS. Results further revealed that sex is a moderating variable that influences the relationships between system content and instruction information with students' perceived usefulness of the LMS. Also, year level is a moderating variable of the relationships between system content and interaction with their perceived usefulness of the LMS. In conclusion, this study reveals the model's usefulness in understanding the factors influencing students' satisfaction with an LMS. Consequently, the results offer practical implications for practitioners in designing and increasing LMS satisfaction to create a more effective learning environment.

COVID-19 引发的全球健康危机迫使课程在学习管理系统的帮助下迁移到在线教育。由于学生是决定其采用或使用的关键利益相关者，因此需要考虑他们对它的看法。在这方面，本研究旨在使用 Nguyen (2021) LMS 满意度模型，添加性别和年级作为调节变量，评估学生对 BrightSpace（印第安纳航空航天大学采用的 LMS）的满意度。采用定量横断面调查设计，来自不同学位课程的 602 名学生参与了使用 Google Forms 部署的在线调查。该调查旨在测试系统内容、教学信息、交互和技术质量对学生感知的 LMS 有用性的影响，以及感知有用性对学生学习管理系统满意度的影响。结构方程建模的结果表明，系统内容、交互和技术质量显着且积极地影响学生的感知有用性，从而导致他们对学习管理系统的满意度。结果进一步表明，性别是一个调节变量，影响系统内容和教学信息与学生对学习管理系统有用性的感知之间的关系。此外，年级是系统内容和交互与其感知的学习管理系统有用性之间关系的调节变量。总之，本研究揭示了该模型在理解影响学生对学习管理系统满意度的因素方面的有用性。最后，