INFLUENCE OF HIGHER EDUCATION E-SERVICE QUALITY ON E-LEARNING STUDENT SATISFACTION; AS MODERATED BY DIGITAL LITERACY: A MIXED METHOD RESEARCH APPROACH

Introduction: This paper explores the impact of college e-service quality on student satisfaction in the context of the innovative practice of "Internet + Education" in order to research whether there is any difference in students' perception of college e-service quality under the influence of different levels of digital literacy. The research object of this paper is students of universities in Kunming, and the SERVQUAL model is extended. Among them, the independent variables are the five dimensions of e-service quality. The dependent variable is online education student satisfaction. The moderating variable is digital literacy. This research is based on relevant service theories. A combination of quantitative and qualitative methods is used. The results of the research show that the impact of service quality on college students' e-learning satisfaction is different under different levels of digital literacy. Objective: The research objective of this paper is to investigate the impact of the quality of e-services in higher education on student satisfaction in order to research whether there are differences in students' perceptions of the quality of e-services in higher education under the influence of different levels of digital literacy. Theoretical Framework: This research was expanded with the SERVQUAL model and followed the exploratory sequential mixed methods process of scientific investigation, from the initial selection of variables to the final discussion of recommendations and countermeasures. Method: In this study, the scientific survey process of exploratory sequential mixed methods was used to research the satisfaction of college students with online education based on the theory of digital literacy and service quality, using college students


RESUMEN
Introducción: Este artículo explora el impacto de la calidad de los servicios electrónicos universitarios en la satisfacción de los estudiantes en el contexto de la práctica innovadora de "Internet + Educación" con el fin de investigar si existe alguna diferencia en la percepción de los estudiantes sobre la calidad de los servicios electrónicos universitarios bajo la influencia de diferentes niveles de alfabetización digital.El objeto de investigación de este artículo son los estudiantes de las universidades de Kunming, y se amplía el modelo SERVQUAL.Entre ellas, las variables independientes son las cinco dimensiones de la calidad del servicio electrónico.La variable dependiente es la satisfacción de los estudiantes de educación en línea.La variable moderadora es la alfabetización digital.Esta investigación se basa en teorías de servicios relevantes.Se utiliza una combinación de métodos cuantitativos y cualitativos.Los resultados de la investigación muestran que el impacto de la calidad del servicio en la satisfacción del aprendizaje electrónico de los estudiantes universitarios es diferente según los diferentes niveles de alfabetización digital.
Objetivo: El objetivo de investigación de este artículo es investigar el impacto de la calidad de los servicios electrónicos en la educación superior en la satisfacción de los estudiantes con el fin de investigar si existen diferencias en las percepciones de los estudiantes sobre la calidad de los servicios electrónicos en la educación superior bajo el influencia de los diferentes niveles de alfabetización digital.
Originalidad/Valor: Esta investigación amplía el modelo SERVQUAL tomando la educación en línea como contexto, combinando la situación real de la educación en línea en China y tomando la alfabetización digital como variable.Permite a los colegios y universidades romper con el modelo educativo tradicional original.Y el aprendizaje permanente y el aprendizaje personalizado son el foco de la reforma de la educación continua en colegios y universidades.Los resultados de esta investigación promoverán que los colegios y universidades mejoren continuamente la calidad de la educación en línea y proporcionen referencias para que las escuelas y los maestros lleven a cabo educación en línea y educación continua.

INTRODUCTION
Under the background of economic globalization and industrial informatization, the rapid development of Internet technology, the large-scale popularization of intelligent terminals, and the all-round penetration of mobile application services are comprehensively changing people's way of life, such as shopping, entertainment, travel, and education.
In the field of education industry, information technology has a revolutionary impact on the development of education (Li Hongbo, 2014), and the innovative practice of "Internet+Education" has high expectations for the role played by the innovation of traditional education model.
Colleges and universities provide online courses for students, which is in essence providing services.From the perspective of the customer satisfaction model, students as customers buy the online courses provided by the university, so the relationship between students and the university can also be seen as a business relationship between the customer and the organization (Han Yuzhi, 2006).Customer satisfaction theory suggests that when customers are satisfied with a product, their loyalty to the product increases significantly (Xinlai Dai & Qirong Chen, 2005).The "law of effect" proposed by Thorndike also indicates that when learners achieve satisfactory learning results, it will effectively increase the likelihood of learners continuing their current learning (Xian Wang, 2019).Learning satisfaction is a subjective evaluation influenced by multiple factors and an effective entry point to effectively improve students' online learning outcomes (Wang Ning et al., 2014).
In this epidemic situation, reinterpreting the teacher-student relationship with customer satisfaction theory and reexamining online learning from the college online classroom can provide a new perspective on the quality of college online education services based on students' digital literacy and satisfaction.
With the deepening of people's understanding of education, learner satisfaction and other "learner-centered" evaluations have gradually become a key factor in measuring the quality of education and teaching.Currently, there is little research in this area.
Therefore, this research aims to explore the quality of online education services for higher education in Kunming, Yunnan Province, China, in the era of big data, based on the (1) To study students' perception about the quality of Higher Education E-Service in the universities in Kunming.
(2) Under the influence of different digital literacy levels, whether there are differences 6 in students' perception of Higher Education E-Service quality.

Sub-research objectives:
(1) To study whether the students' personal background variables (gender, grade, student origin, funding method) have a significant impact on students' overall satisfaction with quality of Higher Education E-Service.
(2) To investigate whether Digital literacy moderate the relationship between s-service quality and student satisfaction (3) To find the impact of e-service quality on student satisfaction.

THEORETICAL FRAMEWORK
The conceptual framework of research 2.1 LITERATURE REVIEW

Ubiquitous Learning Theory
Weiser (1998) refers to random access to and processing of information anytime, anywhere as "ubiquitous computing".The concept of ubiquitous learning (U-learning) is derived from "ubiquitous computing" (Abowd, 2016), which refers to the fact that with the support of the Internet and information technology, any person can access any learning information and learning support needed to accomplish independent learning tasks anywhere, at any time, in any way, and through any device.Ubiquitous learning means that anyone can Ubiquitous learning in the smart era will follow the trend of China's colleges and universities to vigorously carry out the construction of education informatization.The focus of teaching attention shifts from results to process, realizing the interface between network, knowledge and teaching.

Customer Satisfaction Theory
Customer satisfaction is the degree to which customers are satisfied with the organization and the products or services it provides.It is a quantitative measure of customer satisfaction and an important indicator of the quality of an organization's services.Customer satisfaction theory is also applicable to the field of education.
In addition to traditional classroom educational activities, educational services have been added to online educational services with the development of science and technology.
How to provide better online education services for students is a major challenge facing Chinese universities at present.The customers of customer satisfaction measurement in colleges and universities can be students, teachers, employers, parents or society, but the direct customers are students.This research defines the scope of research on customer satisfaction in colleges and universities as students, and focuses on online education student satisfaction in the context of online education.

Constructivist Learning Theory
Constructivism believes that knowledge does not come from only one subject or object, but from the interaction between the two.Constructivist theory emphasizes the learner's initiative.According to constructivism, knowledge is not imparted by the teacher, but is acquired by the learner through the construction of meaning in a specific socio-cultural context, with the help of others (including teachers and learning partners), and with the use of necessary learning materials (Hochkopf, 1998).Paul Gilster emphasized that "digital literacy" or "literacy in the digital age" refers to the ability to understand and use digital resources and information displayed through computers (Gilster, 1997).Digital literacy is the main synonym for digital competence and includes information and data literacy, communication and collaboration, digital content creation, security and problem solving.

Quality of E-services in Higher Education
The biggest difference between higher education and business is that higher education is a system of academic organizations whose subsystems are loosely federated.In fact, education itself is a service industry.There are many ways to evaluate higher education.Among  (Aladwani&Palvia, 2002;Wolfinbarger&Gilly, 2003;Lee Heylin, 2005).Specifically, it means that it is easy to remember and recognize the website URL, the website is rich in content and easy to find what is needed, and it is easy for learners to communicate with customer service.
Reliability is the ability of a service company to accurately fulfill the services it guarantees to its customers; accountability is the ability of service employees to actively provide services; assurance is the ability of service personnel to convey trust; and empathy is demonstrated by 9 caring for customers and caring for individuals.

Satisfaction of E-learning Students
Psychology uses "satisfaction" to explain people's positive mental states (Lin, Y. M, etc. 2007).In this research, satisfaction refers to the overall evaluation of the user experience and the effect of using the online education platform after the user has used it.Many research have confirmed that user satisfaction evaluation is an important indicator of online learners' intention to continue using (Lee et al7, 2010;Yang&Genfu8, 2016).In the online education activities provided by schools, students, as customers, are bound to evaluate the higher education online services provided by schools during the learning process.This is the meaning of "customer satisfaction" in online education."Customer satisfaction" is a quantification of customer satisfaction (Yang Wenzheng et al., 2014).Finally, we define learner satisfaction as college students' overall perception and final evaluation of the online learning process, comparing their initial expectations, educational process, educational resources, instructor teaching quality and support services.

Online Education
Online education is to study on the Internet with the technical support of the network, and to use computers or cell phones to complete classes, exercises, exams and other teaching sessions.It is a flexible form of education, with the advantages of rich resources, self-paced, not subject to time and space constraints.It is easier to achieve one-on-one communication and interaction between learning and teaching,and stimulate students' learning enthusiasm; at the same time, it can also make personalized learning suggestions for different students and implement personalized teaching.Step 1: Literature collection and organization.The preparation of research information starts from retrieving information.
Step 2: Based on the collected literature information, formulate the research direction, find a suitable investigation method for this research, and clarify the research background and motivation of this paper.
Step 3: Focus on research and problem solving by discussing the literature.
Step 4: Design the research framework of this paper according to the results of literature analysis and research objectives.
Step 5: Questionnaire selection, review and testing phase: According to the results of literature analysis, select the variables related to the questionnaire and form the questionnaire according to the characteristics of the respondents.
Step 6: Research Phase.This thesis utilizes the mixed research method.
Interview Data Collection: Interviews will be conducted using face-to-face interviews.
Purposeful sampling will be done based on the results of the questionnaire.The expected sample size to be invited is 30.
This research utilizes a quantitative-driven sequential explanatory design, whereby quantitative methods are used first, followed by qualitative methods.An interpretive sequential mixed methods approach was also used.Figure 2 shows the visualization model of this research.
Interview Data Collection: Interviews will be conducted using face-to-face interviews.
Purposeful sampling will be done based on the results of the questionnaire.It is expected that the number of invited samples will be 30.
Questionnaire: The research data are mainly collected by distributing questionnaires in Kunming College.A total of 400 questionnaires were distributed online and offline.The authors of the data from the questionnaire survey used SPSS 29 and SmartPLS 4 to analyze the data.

RESULTS AND FINDINGS
This research conducted pre-tests and formal tests.A total of 106 pretests and 510 formal tests were conducted.In the formal tests, the sample consisted of 264 males (51.8% of the total) and 246 females (48.2% of the total), which is a balanced ratio of males to females.The grade distribution, on the other hand, was mainly concentrated in the first year of high school, accounting for 24.0% of the total.Sophomores accounted for 24.0%.From the above table, it is known that the above HTMT values are below 0.85.In general, HTMT values less than 0.85 are considered to have sufficient discriminating validity.From the above data, the HTMT value between most of the ideas is less than 0.85, which indicates that the data have good discrimination validity.These data list the VIF values between each of the independent variables (e.g., assurance, digital literacy, empathy, etc.) and "E-learning student satisfaction."Generally speaking, VIF values greater than 10 or 20 are considered to be warning signs that a covariance problem exists.
As can be seen from the table above, the VIF values are all below 5, indicating that there is no serious covariance problem in the data.

R-SQUARE MODEL ANALYSIS
Using the R-square model to analyze the results of the questionnaires received, it was found that the R-square adjusted value of 0.781 is a relatively high value, indicating that the independent variable in the e-learning student satisfaction model can be approximately 78.1% of the change in the dependent variable (or 78.1% of the change in the dependent variable).

TOTAL EFFECTS ANALYSIS
These total effect values represent the interaction between the independent variable "digital literacy" and the other independent variables, as well as their overall positive effect on the dependent variable "E-learning student satisfaction".Hypothesis testing results

Hypothesis number
Hypothesis Results

H1:
The Interface design have a positive influence on E-learning student satisfaction Support H2: The Reliability have a positive influence on E-learning student satisfaction Support H3: The Responsibility have a positive influence on E-learning student satisfaction Support H4: The Assurance have a positive influence on E-learning student satisfaction Support H5: The Empathy have a positive influence on E-learning student satisfaction Support H6: Digital literacy has a moderating effect on the relationship between Interface design and E-learning student satisfaction.

Support H7:
Digital literacy has a moderating effect on the relationship between Reliability and E-learning student satisfaction.

Supported H8:
Digital literacy has a moderating effect on the relationship between Responsibility and E-learning student satisfaction.
Not Supported H9: Digital literacy has a moderating effect on the relationship between Assurance and E-learning student satisfaction.

Support H10:
Digital literacy has a moderating effect on the relationship between Empathy and E-learning student satisfaction.

Support
Based on the conclusions drawn from the above data analysis, it can be seen that hypotheses 1, hypothesis 2, hypothesis 3, hypothesis 4, hypothesis 5, hypothesis 6, hypothesis 7, hypothesis 9, and hypothesis 10 proposed in this study are supported.Hypothesis 8 is not supported.

CONCLUSION
It appears from the results of the analysis.The independent variable: the five factors of E-service: (interface design, reliability, responsibility, assurance, empathy) is a positive contributor to the dependent variable student satisfaction.It is shown that the higher the five factors, the higher the students' satisfaction.Whereas with the moderating variable: digital literacy, there is a moderating effect on all the other factors, only on the relationship between responsibility and e-learning student satisfaction there is no significant moderating effect, which is something to note.
This research specifically focuses on the role of digital literacy in e-learning satisfaction.
Digital literacy is seen as a key skill that enables students to use and understand E-learning resources effectively.It is hypothesized that high levels of digital literacy can enhance the positive impact of e-learning platform design and service quality on student satisfaction.
The results of the validation of these hypotheses suggest that different aspects of elearning platforms-including design, service quality, and provider empathy-have a significant impact on student satisfaction.In addition, digital literacy acted as a moderating variable, in some cases reinforcing the positive impact of these factors on satisfaction.In this way, digital literacy becomes a key factor in understanding and enhancing the E-learning experience.The authors hope that this research will provide new theoretical and empirical insights into the field of E-learning.A more comprehensive understanding and improvement of the e-learning experience.

DISCUSSION
Based on a review of previous relevant literature, the first finding of this research is that student satisfaction with the use of e-learning platforms is positively related to the quality of higher education e-services.In addition, the traditional model of student satisfaction with use was extended by adding digital literacy variables to the SERVQUAL traditional model.This extension aims to better explain the factors that influence student satisfaction in the context of digital literacy.
Second, the vast majority of existing research on the factors influencing student satisfaction has been conducted in the context of normality, while the traditional education model in China's colleges and universities is facing changes and the demand for online education is rising This paper will analyze the archival data based on the survey of college students' satisfaction with online education in Kunming City, China, and will compare the impact of each variable (gender, grade, place of origin, and funding method) on student satisfaction.To determine whether student digital literacy variables have a significant impact on student satisfaction perceptions.To provide new ideas for improving college students' satisfaction with online teaching.To provide reasonable and feasible suggestions for improving the quality of online education services in universities.
An important theoretical contribution of this work is to explore the relationship between the quality of college online services and online learning student satisfaction from the perspective of student digital literacy.This perspective takes into account more than just the five factors associated with student satisfaction (interface design, reliability, responsibility, assurance, and empathy) and the relevance of these factors in assessing the degree of impact on According to the analysis of this survey, if colleges and universities were able to improve the factors of online learning platforms, students would be more focused on real-world learning.
By allowing students to achieve a higher level of satisfaction on online learning platforms, it would allow colleges to improve the quality of the online services they provide to their students.
INFLUÊNCIA DA QUALIDADE DO E-SERVIÇO DO ENSINO SUPERIOR NA SATISFAÇÃO DOS ALUNOS DE E-LEARNING; MODERADO PELA LITERACIA DIGITAL: UMA ABORDAGEM DE PESQUISA DE MÉTODO MISTURADO Influence of Higher Education E-Service Quality on E-Learning Student Satisfaction; As Moderated By Digital Literacy: A Mixed Method Research Approach ___________________________________________________________________________ Rev. Gest.Soc.Ambient.| Miami | v.18.n.1 | p.1-20 | e06077 | 2024.5 learner perspective.This paper researches the main questions: a) How do students perceive the quality of higher education e-services in Kunming universities?b) Are there differences in students' perceptions of higher education e-service quality under the influence of different levels of digital literacy?And the main research objectives: a) To research students' perception of higher education e-service quality in Kunming universities.b) Whether there are differences in students' perceptions of higher education e-service quality under the influence of different levels of digital literacy.The research content of this study includes the following three main points: a) Summarizing the characteristics of online learning in Kunming universities during the epidemic period b) Constructing a model of online learning student satisfaction.c) Analyzing students' digital literacy and students' satisfaction with the quality of higher education e-services: scope of research subjects and sample size.The research subjects of this paper are university students in Kunming, where university students include full-time college students and undergraduate students.The significance of this research is mainly reflected in two aspects.First, in the current special social background, evaluating and analyzing the effect of online learning in colleges and universities from the perspective of student satisfaction helps colleges and universities to summarize the experience and lessons of the previous stage of online learning work.It provides a basis for the new semester to innovate the teaching mode and improve the quality of teaching; secondly, supplementing the online learning effect and evaluation from the perspective of students during the epidemic can provide real data and new research perspectives for Influence of Higher Education E-Service Quality on E-Learning Student Satisfaction; As Moderated By Digital Literacy: A Mixed Method Research Approach ___________________________________________________________________________ Rev. Gest.Soc.Ambient.| Miami | v.18.n.1 | p.1-20 | e06077 | 2024.7 learn without the limitations of time, space, form and mode.In essence, ubiquitous learning is an extension of network learning and mobile learning, but it emphasizes intelligent environment, open resources and personalized learning, and stresses learner-centeredness in real teaching situations to provide support for learners to make full use of resources for lifelong learning.
Influence of Higher Education E-Service Quality on E-Learning Student Satisfaction; As Moderated By Digital Literacy: A Mixed Method Research Approach ___________________________________________________________________________ Rev. Gest.Soc.Ambient.| Miami | v.18.n.1 | p.1It refers to the comprehensive scientific skills and cultural literacy of being able to quickly and effectively discover and acquire information, evaluate information, integrate information, and communicate information in a digitalized environment, using certain information technology means and methods.Digital literacy was first proposed by Israeli scholars in 1994 (Eshet-Alkalai, Y. 2004).
them, the SERVQUAL model proposed by Parasuraman et al.(Parasuraman, 1988) and the SERVPERF model proposed byCronin and Taylor (1992)  are widely used to evaluate the quality of educational services.Both models measure service quality through five dimensions (tangibles, reliability, accountability, assurance and empathy).Interface design, reliability and responsiveness in particular are the most relevant and important motivators of E-learning service quality(Al-Mushash & Nassuora, 2012).The dimensions used in this research include interface design, reliability, accountability, assurance, and empathy.empathy/interface design(Parasuraman et al. ,1988).Tangibility is formally expressed in the traditional instrumentation of facilities, equipment and personnel.However, online education is different from traditional education.Many researchers have replaced this definition with "interface design" Influence of Higher Education E-Service Quality on E-Learning Student Satisfaction; As Moderated By Digital Literacy: A Mixed Method Research Approach ___________________________________________________________________________ Rev. Gest.Soc.Ambient.| Miami | v.18.n.1 | p.1be broadly divided into the following steps： ___________________________________________________________________________ Rev. Gest.Soc.Ambient.| Miami | v.18.n.1 | p.1-20 | e06077 | 2024.13 Here are the English abbreviations for some variables: a)ESS (E-learning Student Satisfaction); b)ID (Interface Design); c)DL ((Digital Literacy).
Influence of Higher Education E-Service Quality on E-Learning Student Satisfaction; As Moderated By Digital Literacy: A Mixed Method Research Approach ___________________________________________________________________________ Rev. Gest.Soc.Ambient.| Miami | v.18.n.1 | p.1-20 | e06077 | 2024.18 consumer behavior.In addition, factors affecting digital literacy variables were considered.
The proportion of junior college students is 26.0%, and finally the group of senior college students accounts for 26% of the total number of students.As for the distribution of majors in the recovered samples, engineering majors accounted for the majority of the samples (38.8% of the total number of students), followed by liberal arts majors (26.10% of the total number of students), and finally science majors (35.1% of the total number of students).Validity and reliability for constructs 4.1 VALIDITY AND RELIABILITY FOR CONSTRUCTS Confidence analysis reports are commonly used to assess the quality of measurement models, especially in structural equation modeling (SEM).According to the data in Table4.8, it can be obtained that: assurance , digital literacy, empathy, online education student satisfaction, reliability, responsibility and interface design conceptualization of the measurement model has good reliability and internal consistency According to the above results, the reliability values of each variable are above 0.7, CR values are above 0.7 and AVE values are above 0.5, which means that the model's convergent validity is good.The measurement model has good reliability and internal consistency.This indicates that the measurement model is theoretically and practically sound and suitable for further structural equation modeling analysis.
Influence of Higher Education E-Service Quality on E-Learning Student Satisfaction; As Moderated By Digital Literacy: A Mixed Method Research Approach ___________________________________________________________________________ Rev. Gest.Soc.Ambient.| Miami | v.18.n.1 | p.1-20 | e06077 | 2024.Influence of Higher Education E-Service Quality on E-Learning Student Satisfaction; As Moderated By Digital Literacy: A Mixed Method Research Approach

Table 5
Path coefficients PLE-SEM algorithm