This study examines MSc students' satisfaction with the interactive digital learning platform - Pearson’s Revel, focusing on ease of use, enjoyment, usefulness, learning experience, and the influence of learning styles. The proliferation of digital learning platforms in higher education has reshaped the educational landscape, emphasizing inclusivity and accessibility. Interactive digital learning platforms provide an engaging environment for students to read, practice, and study course material and adopt multimodal designs, offering diverse content formats to cater to various learning preferences. Studies have debated the relevance of learning styles in digital education. Some suggest aligning platforms with individual preferences enhances satisfaction, while others argue that well-designed multimodal systems eliminate the need for customization. Recent research highlights conflicting results regarding learning styles and satisfaction. Moreover, limited studies have examined digital learning platforms, which integrate inclusive design principles. This study addresses these gaps by exploring how multimodal platforms accommodate diverse learners and identifying key drivers of satisfaction. Student satisfaction is influenced by ease of use, usefulness, and enjoyment. Usefulness aligns with achieving academic goals, while enjoyment fosters engagement. Despite this, there is a lack of empirical evidence on how inclusive, multimodal digital learning platforms like Revel impact satisfaction across diverse learner groups, making this research timely and relevant.

A survey of 121 MSc students who had used Pearson’s Revel interactive digital learning platform was analysed using SPSS. Ease of use, enjoyment, usefulness, learning experience, and satisfaction were measured using a 5-point Likert scale. Learning styles (VARK) were self-reported.

Regression analysis showed that usefulness, enjoyment, and learning experience significantly predicted satisfaction, while ease of use did not. Visual learners formed the largest group (33.9%), followed by mixed learners (28.1%), reading-writing learners (14%), kinesthetic learners (12.4%), and aural learners (11.6%). ANOVA revealed no significant differences in satisfaction across these groups.

Findings indicate that usefulness, enjoyment, and learning experience significantly impact satisfaction, while ease of use and learning styles do not. This research addresses a critical gap in understanding the interplay between multimodal design and learning styles in inclusive learning platforms. The findings underscore that usefulness, enjoyment, and learning experience are key drivers of satisfaction. However, the non-significance of ease of use suggests that students, familiar with digital platforms, may perceive usability as an expected baseline rather than a distinguishing feature.

Learning styles did not significantly influence satisfaction suggesting that well-designed platforms can inclusively address diverse learner needs. This suggests that multimodal platforms like Revel, which integrate text, visuals, and interactivity, advance universal design principles by ensuring accessibility and engagement without reliance on individualized customization. This approach promotes equitable education by minimizing barriers for diverse learners.

Keywords: Learning styles, VARK, interactive digital learning platforms, multimodality in teaching, student satisfaction, inclusivity, Revel.