In the 21st century where educational organizations are harnessing their skill sets with the help of information and technology, the Knowledge transfer from pedagogy to information and communication technology (ICT) plays a vital role (Reding, 2003). Therefore, in real-life situations, it's crucial to pay attention to what stakeholders of learning organizations need even before we create a product or service. We can make better decisions by understanding their needs and comparing them with what we can offer (Madzík.et.al, 2019). 

The Kano Model of Satisfaction (1984) is extensively employed by numerous educational and training institutions to assess the impact of individual service components on overall student satisfaction within broader service domains, particularly concerning academic advising or the intended digital learning outcomes (IDLO) of stakeholders in Higher Education Institutions (HEIs). (Mcdowall, 2016) 

In digital learning, ICT is an important medium. Therefore, designing an LMS to satisfy the needs of stakeholders of HEIs is one of the crucial factors. This study prominently incorporates the theory of attractive quality (Kano model) to analyze the needs of stakeholders for digital learning tools. Kano analysis can offer a better understanding of how stakeholders of HEIs evaluate a product and assist the development of new LMS by focusing on the most important attributes that need to be improved. (Hsu.et.al, 2019) 81
The aim of the KANO analysis for this particular research is to develop a new Learning Management System (LMS) that is designed as per the preferences of the stakeholders of HEIs. 
This paper caters crucial support to any HEI on the path of incorporating digital learning tools, specifically LMS into their organization. This paper highlights the perspectives of stakeholders of HEIs in terms of acceptance and utilization of digital learning tools in their daily routines. 

The newly designed LMS will offer 22 new functional factors namely from F1 to F22. These factors comprise various LMS attributes such as ease of use, interactivity index, interconnectivity, design, and layout, (Application Programming Interfaces) API integration, compatibility with various mobile devices, monitoring learners’ performances as well as Human Resource and Accounts Modules integrated. 

This paper highlights the Kano Method research findings and analysis for the Ph.D. research paper of the author. 

The 21st century today demands an educational structure that caters to the demands and skills of the new generation in this digital age (OECD, 2019). As per Ferri and colleagues (Ferri.et.al, 2020, pp. 2-3) it is mentioned that a digital learning system implemented properly acts as a very crucial support structure for the delivery of modern constructive coaching. 58
Rehman and colleagues (Rahman.et.al, 25) further establish facts that to cater the need of and support the “Digital Technologies”, the LMS sounds easy and faster way of education, especially in the times of current Pandemic that has made the entire education industry switch to online mode of education”. 

Even though LMS’s have been popular and are widely adopted for their vast offerings that aid digital learning & education. Several authors Umar & colleagues (Umar.et.al, 2017) Brandford (2017) & Naufal (2017) have argued that LMS’s still have limitations that cannot be overlooked. Umar & colleagues highlighted some of the drawbacks of the LMS’s and one of the major factors is that they figured out the primary acceptance and endorsement of the stakeholders that means (teachers/ trainers/ educators/ students/ course designers/ administrative & management personnel as well as owners and managers of the educational institutions or organizations). 

As per Anderson & Dron (Anderson & Dron, 2017) majority of LMSs are restricted to authorized users deliberately so that the higher authorities of the educational organizations can govern them.

To measure the satisfaction level, of the stakeholders with the newly planned LMS named “Scrole” the author has used Kano analysis for this purpose. The analysis is based on the feedback received by the stakeholders of HEIs in Latvia according to the questionnaire prepared and distributed randomly. The survey Google form was drafted to suffice the Kano principles such as functional and dysfunctional ones accordingly. Moreover, self-importance ratings were also taken for the particular product feature codes that comprise 22 features. Analysis was done both continuously and discretely, and results were summarized accordingly. The Technology Pedagogy Content Knowledge (TPACK) (Mishra.et.al, 2017) and Technology Acceptance Model (TAM), (Ros.et.al, 2015) were the main models and frameworks used in framing qualitative and quantitative question sets. It substantiated that those various aspects of the criteria demand the incorporation of various paradigms. Survey analysis highlights almost all 20 out of the 22 features of the “Scrole” are accepted by the stakeholders of HEIs in Latvia. That is except Feature (F12 & 16) yield a value of (P) in the category which according to Kano rules means Positive. It is not always the same and however, things can even change whilst the product is in the pilot testing stage as it is observed that people’s needs, wants and minds change according to the product's versatility and changing trends. (Rust, 2020) Research question: Will the newly designed LMS model fulfill the Technology Acceptance Model (TAM) criteria? Research methods: 1) data collection – stakeholders’ survey (closed-ended questions with functional & dysfunctional and urgency of importance attributes for Kano analysis), stakeholders’ structured observation done by 5 structured Interviews from stakeholders of HEIs from Latvia. Among the Interviewees were three professors from the International College of Cosmetology, the head of the Department of Tourism of Turiba University, and a lecturer of the English Language at the University of Latvia. Mixed-methods data analysis strategies – data interpretation and comparison. For qualitative data analysis, content analysis was applied – the basic analytic method of interpretivism. For quantitative data – descriptive analysis and frequency calculations were carried out. Research process: Stakeholders’ who participated in the "Scrole" survey were specifically targeted according to the HEIs in Latvia. Respondents answered questions that highlighted limitations with LMS, preference factors, daily struggle, inclusion of artificial intelligence for digital learning, and connection of a personal touch with digital modes of learning. Research period: November 2021 – December 2023.

Stakeholders consider specially designed software Like Moodle in HEIs, is not easy! Teachers find limitations in terms of time management for training, special software is staggeringly complicated to understand as most teachers don’t have IT backgrounds. The major issue with special digital LMS tools is stakeholders need to depend upon the technical or IT administrator to troubleshoot the problems causing valuable time loss. Other issues highlighted by the stakeholders are generation trends & characteristics, stakeholders have a common opinion that technology should not be the starting point but pedagogy should be, and to practice or implement any new LMS the involvement of all the stakeholders is a must. The biggest concern stakeholders of HEIs raised was about data security. The Attractive Value (A): - When it comes to product attractiveness the value field (A) in discrete analysis gives some of the feature’s percentages below 10% in terms of attractiveness and those are the points the product needs to be worked upon to make it more attractive amongst the stakeholders of HEIs. To overcome the reverse value (R) value for “Scrole” it is important to see what features are being rejected, in this case, it is (F12&F16) that integration with social media and other platforms is not welcomed by the stakeholders of HEIs. The discrete analysis gives a broader overview of every feature accepted or rejected by the stakeholders of HEIs. The Performance Value (P) field shows that all the 22 features of "Scrole" have gained above 50% in terms of Performance features, except F12 & F16, which means that is highly desirable and will be widely accepted by the stakeholders of HEIs in Latvia once developed and launched. "Scrole" LMS has good possible strengths to attract stakeholders to achieve their intended digital learning outcome (IDLO).

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