Exploring non-linear relationships between perceived interactivity or interface design and acceptance of collaborative web-based learning

The novelty of this study is in developing a conceptual model for predicting the non-linear relationships between human–computer interaction factors and ease of use and usefulness of collaborative web-based learning or e-learning. Ten models (logarithmic, inverse, quadratic, cubic, compound, power, s-curve, growth, exponential, and logistic) were examined as functions of effects compared to linear relationships to see which was the most appropriate, based on R(2), adjusted R(2) and SEE values. To answer the addressed questions, the researcher surveyed 103 students from Kadir Has University about the perceived interface and interactivity of e-learning. The results show that most of the hypotheses formulated for this purpose have been proven. Our analysis shows that cubic models (the relationship between ease of use and usefulness, visual design, course environment, learner-interface interactivity, and course evaluation system and ease of use), quadratic models (the relationship between visual design, and system quality and usefulness, course structure and content, course environment, and system quality and ease of use), logarithmic model (the relationship between course evaluation system and usefulness), and s-curve models (learner-interface interactivity, navigation, and course structure and content and usefulness) performed better in the description for the correlations. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s10639-023-11635-6.