Аннотация
This study examines technological competence, e-learning readiness and motivation that affect student user satisfaction. In addition, the involvement of perceived usefulness is a moderator of student user satisfaction. A total of 1217 students of engineering in the province of Yogyakarta, Indonesia, filled out the instrument. Data collection is done online through E-Monev, integrated with AIS with a Likert scale of five, and tested for validity and reliability. Data were analyzed using the path analysis method and bootstrapping with the PLS-SEM application. The results of the study respondents that technological competence, e-learning readiness, and motivation have a significant effect on user-student satisfaction. Furthermore, e-learning readiness moderated by perceived usefulness has a significant effect. This finding confirms that it is important for higher education to ensure that user students master technology competence and motivation in a balanced way. In the future, e-learning and hybrid learning that has taken place must be balanced with mastery of basic skills, namely technological competence and motivation through various pieces of training and direct involvement. Keywords: e-learning perspective, student satisfaction, motivation, e-learning readiness, higher education