The development of information technology has changed the world of education, including the application of e-learning in universities. This study explores how e-learning can improve the academic achievement and critical thinking skills of automotive engineering students who rely on gadgets. Using the Partial Least Squares Structural Equation Modeling (PLS‒ SEM) method on data collected through purposive sampling, this study analyzed verbal communication, motivation, creativity, learner interaction with content, gadget use intensity, peer collaborative engagement, academic achievement, and critical thinking. The results showed that verbal communication and learner interaction with content significantly increased motivation and creativity, while excessive gadget use intensity had a negative impact. The indirect effect of learner interaction with content on academic achievement through motivation showed a P-coefficient of 0.027. In contrast, the impact of verbal communication on academic achievement through motivation showed a P-coefficient of 0.014. These findings emphasize the importance of a holistic approach in designing e-learning programs that support verbal communication, active participation, and balanced use of gadgets to improve education quality. Educational institutions are advised to develop effective e-learning programs and explore other factors, such as educational access, that affect learning outcomes in e-learning. © 2024, International Journal of Information and Education Technology. All rights reserved.
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