In today's world, educational institutions are increasingly utilizing information and technology to advance their capabilities. The shift from conventional teaching methods to the integration of information and communication technology (ICT) has become a key factor (Reding, 2003). As a result, it is important to first identify and understand the requirements of stakeholders in educational settings before designing products or services. By aligning these needs with available solutions, more thoughtful and effective decisions can be made (Madzík.et.al, 2019). 

Educational and training institutions often rely on the Kano Model of Satisfaction (1984) to analyze how different aspects of a service contribute to overall student satisfaction. This framework is particularly applied in assessing areas like academic advising and the digital learning goals of stakeholders in Higher Education Institutions (HEIs). (Mcdowall, 2016) 

Information and Communication Technology (ICT) plays a vital role in digital education. As a result, creating a Learning Management System (LMS) that meets the expectations of stakeholders in Higher Education Institutions (HEIs) is essential. This research integrates the attractive quality theory, known as the Kano model, to examine stakeholder requirements for digital learning platforms. By applying Kano analysis, insights can be gained into how stakeholders perceive a product, helping to prioritize key features for improvement and guiding the development of more effective LMS solutions. (Hsu.et.al, 2019) 

Learning Management Systems (LMS) have gained popularity and widespread adoption due to their extensive features that support digital learning and education. However, several authors, including (Umar.et.al, 2017) Brandford (2017) & Naufal (2017) have pointed out that Learning Management Systems (LMS) still face significant limitations that should not be overlooked. Umar and colleagues particularly emphasized that one of the key challenges is gaining the initial acceptance and support of critical stakeholders. These stakeholders encompass educators, trainers, students, course designers, administrative staff, institutional management, and the owners and leaders of educational organizations.

According to (Anderson & Dron, 2017) most Learning Management Systems (LMSs) are intentionally restricted to authorized users, allowing the higher authorities of educational organizations to maintain control over them. 

The purpose of this research's KANO analysis is to create a new Learning Management System (LMS) tailored to align with the preferences and expectations of stakeholders in Higher Education Institutions (HEIs). 

This study provides essential guidance for Higher Education Institutions (HEIs) seeking to integrate digital learning platforms, particularly Learning Management Systems (LMS), into their operations. It emphasizes the viewpoints of HEI stakeholders regarding the adoption and regular use of digital learning tools in their everyday activities.

The revamped Learning Management System (LMS) introduces 22 innovative functional features, labeled F1 through F22. These features encompass key attributes of the LMS, including user-friendliness, interactivity level, seamless connectivity, visual design and layout, API (Application Programming Interface) integration, compatibility with multiple mobile devices, learner performance tracking, and the incorporation of Human Resource and Accounting modules. 

This refined version of the study builds upon the pilot research previously presented at the ECER conference in Cyprus 2024. 

This article presents the research findings and analysis derived from the author's Ph.D. study, utilizing the Kano Method. 

As per (DigComp, 2018) (EuropeanSchoolEducation, 2020) (Justina Vaikutytė-Paškauskė, 2018) The 21st century calls for an educational framework that meets the needs and equips the new generation with skills essential for the digital era. (OECD, 2019). Ferreri et al 2020 highlight that a properly implemented digital learning system serves as a vital support framework for delivering modern constructive coaching.

The author employed Kano analysis to evaluate how satisfied stakeholders were with "Scrolle," a newly proposed Learning Management System (LMS). The evaluation drew on feedback collected from (HEI) stakeholders in Latvia through a randomly distributed questionnaire. The questionnaire was implemented as a Google form, carefully designed to align with Kano principles by including both functional and dysfunctional questions. Additionally, participants were asked to rate the importance of 22 distinct product features. The research conducted both continuous and discrete analyses of the data, presenting their findings through descriptive analysis. The question sets for qualitative and quantitative research were designed with reference to the Technology Pedagogy Content Knowledge (TPACK) framework (Mishra.et.al, 2017) and the Technology Acceptance Model (Ros.et.al, 2015) These models highlight the necessity of incorporating multiple paradigms to comprehensively address the various criteria involved. Research question: Does the newly developed LMS model align with the criteria outlined in the Technology Acceptance Model (TAM)? Research Methods: Data Collection: A stakeholders’ survey was conducted, featuring closed-ended questions addressing functional and dysfunctional attributes as well as the importance currency for Kano analysis. Additionally, structured observations were carried out through five interviews with stakeholders from Latvian (HEIs). The interviewees included three professors from the International College of Cosmetology, the Head of the Department of Tourism at Turiba University, and an English Language lecturer from the University of Latvia. Data Analysis: A mixed-methods approach was utilized, involving both qualitative and quantitative techniques. Content analysis, rooted in interpretivism, was applied to analyze qualitative data, while quantitative data were examined using descriptive analysis and frequency calculations. Research Process: Participants for the "Scrolle" survey were carefully selected from higher education institutions across Latvia. Respondents provided insights into challenges faced with current LMS platforms, their preferred features, everyday difficulties, the role of artificial intelligence in enhancing digital learning, and the importance of maintaining a personal touch within digital learning environments. Research period: November 2021 – December 2024.

HEI stakeholders struggle with complex LMS platforms like Moodle. Teachers face training time issues, and reliance on IT causes delays. Generational gaps, pedagogy-driven adoption, and data privacy are key concerns for successful implementation. The questionnaire data reveals that nearly all 20 out of 22 features of the “Scrolle” are widely accepted by stakeholders in Latvian HEIs. However, Features F12 and F16 fall into the category marked by a (P) value, which, as per Kano's model, indicates a Positive attribute. It is important to note that these results are not fixed and may evolve during the pilot testing phase, as user preferences and expectations tend to shift based on the product’s adaptability and emerging trends. (Rust, 2020) The Attractive Value (A): - Analysis of the product's appeal shows that some features have an attractiveness rating of less than 10%. These elements need further refinement to increase their appeal and better align with the expectations of HEI stakeholders. Addressing the reverse value (R) for "Scrolle" requires identifying the features that stakeholders of HEIs find unfavorable. In this instance, features F12 and F16, related to integration with social media and other platforms, have not been well-received. The discrete analysis offers a more extensive perspective on the features that stakeholders in HEIs have either approved or rejected. According to the Performance Value (P) metric, all 22 "Scrolle" features, with the exception of F12 and F16, have achieved a performance score greater than 50%. This indicates that the features are considered highly valuable and are likely to receive widespread approval from HEI stakeholders in Latvia upon development and release. The "Scrolle" LMS demonstrates significant potential to appeal to stakeholders and help them attain their desired digital learning outcomes (IDLO).

Anderson & Dron (2017) - Integrating learning management and social networking systems - Discusses combining LMS with social networking for improved usability. DigComp (2018) - Digital Competence Framework for Citizens - A key reference for understanding digital skills. EuropeanSchoolEducation (2020) - Digital competence: the vital 21st-century skill for teachers and students - Highlights digital skills as essential for education. Ferri et al. (2020) - Online Learning and Emergency Remote Teaching Opportunities and Challenges - Addresses challenges in digital education during emergencies. Mishra et al. (2017) - Technological Pedagogical Content Knowledge (TPACK) - Explains integrating pedagogy with technology effectively. Rahman et al. (2019) - Learning Management System (LMS) in Teaching and Learning - Provides insights into LMS adoption and usage. Umar et al. (2017) - A Decade of LMS Acceptance and Adoption Research in Sub-Saharan Africa - A systematic review of LMS adoption challenges. Justina Vaikutytė-Paškauskė (2018) - Research for CULT Committee - Digital Skills in the 21st Century - Offers a European perspective on digital skills for education. Ros et al. (2015) - On the use of extended TAM to assess students' acceptance and intent to use third-generation LMS