This study aims to determine the factors influencing the efficient and successful use of LMS among university-level students. A multiperspective approach was performed using TAM3 and ISS framework to achieve the aforementioned aim. The survey was administered to 371 university students. Structural equation modeling (SEM) has been conducted to test the model. The findings showed that information quality significantly impacts output and system quality, while output quality significantly affects perceived usefulness. However, there was an insignificant relationship between output quality and system quality, information quality and user satisfaction, and information quality and perceived usefulness. Likewise, system quality does not significantly affect perceived usefulness and system success. The test of the structural model demonstrated the negative relationship between user satisfaction and system and output quality and system success. Thus, the success of the LMS system should be enhanced through improvements of the content, system, and output quality, which lead to increased students' satisfaction and perceived usefulness of LMS. This study provides valuable theoretical and practical implications. Given that most previous studies focused on student satisfaction with LMS, this study adds to the literature on LMS system success at the tertiary level of education. Further, the results of this research may contribute to improvements in educational policy, teachers' pre-service and in-service training and practices, and the effectiveness of students' LMS use.