LMSs have become an integral component of today’s higher education since they were initially introduced in the late 1990s (Davis et al., 2009). However, increased use of LMSs has raised concern as to whether they are being used as an effective learning tool or merely as a repository for electronic documents among students (Adzharuddin & Ling, 2013; Carvalho et al., 2011). This has been established that not all LMS features are equally used by students (Fathema et al., 2015; Jaschik & Lederman, 2014). And many of the features found to be underused among students turn out to “have the potential to enhance student learning and engagement” (Dahlstron et al., 2014, p. 4).