The rise of technology has created competitive gain for higher educational institutions since it can endow with a substitute approach in facilitating enhanced quality of learning. ICT skills are becoming significant in each perspective, particularly in the workplace, therefore one of the key objectives for higher educational institutions has become grooming future professionals to be competent enough to deal with challenges and hunt for solutions, including digital proficiency as a imperative skill set. Higher education institutions regularly use Learning Management Systems (LMS) for numerous purposes like to systematically plan coursework and assessment, to aid staff and student communications, and to operate as repositories of learning materials. It is an interface with varied resources and a choice of educational activities that is incorporated within courses. It facilitates the scope of keeping an eye on each and every learner’s activities with diverse types of tests, assignments, and documents.The study aimed at identifying the factors affecting the satisfaction of students as well as teachers in Learning Management System. A research model for student learning satisfaction was proposed based on the relevant review of the literature and it is empirically validated using path analysis. A data set was examined regarding the use and perceptions of students (n = 235) and the findings revealed that perceived usefulness and perceived ease of use have a significant effect on attitude towards use of Learning Management System of students. Specifically, when students perceive learning management system has more benefits and can improve their performance as well as it is easy to use and effortless, they will have positive attitude toward the system. The implicationof the study suggests that innovative technologies can be introduced with these two principles in mind: perceived ease of use, and perceived usefulness for its effectual implementation.