Aim/Purpose: This study focuses on the learners’ success toward learning management systems in higher education in Morocco and also proposes a theoretical model to better understand the determinants of learners’ satisfaction, self-regulation and continuance intention to use these systems. For this purpose, variables which may have a positive or negative influence in our model are examined. Background: The latest version of the technology acceptance model, expectation–confirmation model, DeLone and McLean Information systems success model and self-regulated learning theory, have been used. This study proposes a causal model named e-learner success assessment model or e-LSAM. Methodology: In this study, a structural equation model (SEM) approach was used for the empirical validation and testing of correlation hypotheses between e-LSAM constructions. Contribution: This research extends previous literature on the factors that can contribute to learners’ use, engagement, satisfaction and success in an e-learning system, we also propose a causal model named e-learner success assessment model (e-LSAM). Findings: The results indicate that, learner’s success in an e-learning system could be explained by self-regulation and learners’ intention to continue using LMS, which is explained by learners’ satisfaction. The results also show that the system quality, course and information quality, course flexibility, diversity in assessments and social interactions can improve learners’ satisfaction with LMS platforms Impact on Society: This study will enable the university and higher school in Morocco to better understand the critical factors to be undertaken to improve student performance and educational levels. Future Research: This document is a general overview of factors that help to understand learner’s success in an eLearning system; it is not without limitations. Our research did not take into account the effects of demographic attributes such as gender, age, level of education and others. More specifically, Morocco, like any other country, has its own traditions and culture, future research should explore how these aspects influence the success of learners in an e-learning system.

In this article, we describe the latest version of Sibylle, an AAC system that permits persons who have severe physical disabilities to enter text with any computer application, as well as to compose messages to be read out through speech synthesis. The system consists of a virtual keyboard comprising a set of keypads that allow for the entering of characters or full words by a single-switch selection process. It also includes a sophisticated word prediction component which dynamically calculates the most appropriate words for a given context. This component is auto-adaptive, that is, it learns with every text the user enters. It thus adapts its predictions to the user's language and the current topic of communication as well. So far, the system works for French, German and English. Earlier versions of Sibylle have been used since 2001 in a rehabilitation center (Kerpape, France).

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In recent works, we have developed a text input method based on analogy with capital Latin characters and on the decomposition of characters into basic shapes. It has been designed to be universal and to allow for typing text with only one keystroke per character. In this paper we present a new implementation of this method for users with motor impairments. It uses the same principles in addition to some common techniques used in the Augmentative and Alternative Communication (AAC) domain. The new solution has been tested with a person with Locked-In Syndrome and the results are promising.

Nowadays, the user experience (UX) has become an essential concept of human-computer interaction (HCI) and occupies an increasingly important place in companies interested in this field. Designing a system or product with a good user experience is one of the main objectives of any digital project. E-learning systems must adapt because, beyond the benefits associated with good usability, creating a learning system with a better user experience (learner's experience) is a key competitive factor in the marketplace. This paper describes a new measurement tool based on a theoretical model presented in previous research that distinguishes the success factors of learners in an e-learning system. This tool for evaluating the learner experience is based on the AttrakDiff user experience measurement tool and uses the same subscale, namely the pragmatic and hedonic qualities of interactive systems. The proposed learning experience (LX) scale allow to know if a e-learning system is perceived by learners as interactive, effective, clear, reliable, challenging, or effortless.