## 3 Materials and Methods  
In this study, the TAM model was employed to determine the acceptance level of students in Moodle and H5P, as shown in Figure 1. We included external variables such as perceived performance expectancy (PPE), information quality (IQ), system quality (SQ), and self-efficacy (SE). PPE assesses the student's performance and belief in achieving their expected academic performance. The materials uploaded in the digital learning are consistent, understandable, and related to the course, indicated in IQ, while the privacy and system access are assessed in SQ. How well the students can learn on their own is shown in SE. Perceived usefulness (PU) and perceived ease of use (PEU) are the primary characteristics demonstrating a willingness to utilize the technology. The degree to which an individual believes that employing the system would increase their capacity to accomplish their job duties is represented by their perceived utility (PU). PEU assesses the difficulty of using the technology physically or psychologically. Students' perspective and attitude towards using the H5P and Moodle is shown by the construct attitude towards usage (ATU). Figure 1: The acceptance model for interactive learning. The research hypotheses based on the TAM model (Figure 1) [46; 48; 51] in the context of H5P and Moodle learning are:  
**Hypothesis 1a (H1a). **_Perceived performance expectancy (PPE) is significantly associated with the learning tool's perceived usefulness (PLU)._  
**Hypothesis 1b (H1b). **_Perceived performance expectancy (PPE) is significantly associated with the learning tool's perceived ease of use (PEU)._  
**Hypothesis 2a (H2a). **_Information quality (IQ) is significantly associated with the learning tool's perceived usefulness (PLU)._  
**Hypothesis 2b (H2b). **_Information quality (IQ) is significantly associated with the learning tool's perceived ease of use (PEU)._  
**Hypothesis 3a (H3a). **_System quality (SQ) is significantly associated with the learning tool's perceived usefulness (PLU)._  
**Hypothesis 3b (H3b). **_System quality (SQ) is significantly associated with the learning tool's perceived ease of use (PEU)._  
**Hypothesis 4a (H4a). **Self-efficacy (SE) is positively associated with the learning tool's perceived usefulness (PU). **Hypothesis 4b (H4b). **_Self-efficacy (SE) is positively associated with the learning tool's perceived usefulness (PLU)._  
**Hypothesis 5 (H5). **_Perceived ease of use (PEU) is positively associated with the learning tool's perceived usefulness (PLU)._  
**Hypothesis 6 (H6). **_Perceived usefulness (PU) is positively associated with the attitude toward using (ATU) a learning tool._  
**Hypothesis 7 (H7). **_Perceived ease of use (PEU) is positively associated with the attitude toward the learning tool's usage (ATU)._  
Understanding a student's goal and motivations for utilizing a tool is known as an intention to use (IU). The user satisfaction (US) construct determines the student's satisfaction with the tool. The research hypotheses based on the constructs in the context of H5P and Moodle learning are:  
**Hypothesis 8 (H8). **_Attitude towards usage (ATU) is positively associated with the intention to use (IU) the learning tool._  
**Hypothesis 9 (H9). **_Intention to use (IU) the learning tool is positively associated with user satisfaction (US)._  
As illustrated in Figure 2, the research approach consists of five steps. In the first step, hypotheses were created. We chose the H5P tool to be used among all other kinds to better explain the content material based on instructional design and narrative scenario as the second step. Numerous studies have shown the positive effect of combining questions with video information on students' understanding [19]. Therefore, we used the interactive video tool in H5P, which allows us to pause the video at any point and add pop-up questions of various varieties. It includes multiple-choice, fill-in-the-blank, true/false, short answer, drag-and-drop, matching, word sorting, and more.