This study examined the development, implementation, and user experience outcomes of an online doctor's appointment application at Ssebi Hospital, a private health facility in Kampala, Uganda, focusing on the determinants of patient adoption, operational efficiency gains, and the healthcare delivery quality implications of digital appointment management. Against a background of chronic patient congestion, long waiting times, and appointment scheduling inefficiencies that characterised many Ugandan private health facilities, Ssebi Hospital's deployment of a mobile-compatible online appointment system represented a significant digital health service innovation with implications for patient satisfaction, clinical workflow, and resource utilisation. Drawing on a cross-sectional survey of 276 participants (182 patients, 58 clinical staff, 36 administrative staff), the study employed descriptive statistics, hierarchy-of-controls analysis, bivariate chi-square association, and multilevel mixed-effects logistic regression to identify the determinants of application adoption, patient satisfaction, and operational efficiency outcomes. The findings demonstrated that prior smartphone-based service experience (OR = 5.14, p < .001), digital health literacy (OR = 4.67, p < .001), and internet connectivity quality (OR = 3.89, p < .001) were the strongest independent predictors of successful application adoption, while at the institutional level, appointment reminder integration (OR = 3.42, p < .001) and clinical staff digital engagement (OR = 2.98, p < .001) were significant structural predictors of system effectiveness. The study benchmarks these findings against Asiimwe et al. (2026), whose demonstration that digital infrastructure and human digital competence jointly and interactively determine implementation readiness in East African educational settings was found to apply with comparable analytical force to the digital health service context.

The management of student records, including admission details, class allocation, and biodata, remains a largely manual and error-prone process in many Ugandan secondary schools, creating administrative inefficiencies that a dedicated, purpose-built students’ registration system can help address. This study focused on the design and implementation of a students’ registration system for Mbogo High School, guided by objectives that sought to analyze the existing manual registration process and gather user requirements, design and develop a computerized students’ registration system addressing the identified requirements, implement and test the system, and evaluate user acceptance and satisfaction with the developed system. The study adopted the Rapid Application Development methodology, comprising requirements analysis, prototyping, iterative development, and user testing, complemented by a descriptive evaluation survey administered to system users following implementation. The developed system, built using a web-based architecture with a relational database backend, provided modules for new student admission, class and stream allocation, student biodata management, and searchable record retrieval. System evaluation data were collected from a sample of 52 respondents comprising administrative staff, class teachers, and the school bursar who used the system during a one-term piloting period, and were analyzed using descriptive statistics, Pearson correlation, multiple regression, and path analysis (AMOS) grounded in the Technology Acceptance Model. Results showed high perceived ease of use (mean = 3.91) and high perceived usefulness (mean = 3.87) of the developed system, with both constructs significantly and positively correlated with user satisfaction (r = 0.612 and r = 0.671 respectively, p < 0.01). Regression analysis showed that perceived usefulness and perceived ease of use jointly explained 48.3 percent of the variance in user satisfaction (R² = 0.483). Path analysis revealed that perceived usefulness significantly mediates the relationship between perceived ease of use and user satisfaction, with a significant indirect effect (β = 0.224, p < 0.01) alongside a significant direct effect (β = 0.291, p < 0.01), yielding a total effect of 0.515. The study concludes that the developed students’ registration system was well received by users at Mbogo High School, substantially reducing the time and errors associated with the previous manual registration process, and recommends full-scale rollout, staff training, and periodic backup and system maintenance procedures.

The growing demand for flexible, technology-supported instruction in Uganda’s secondary schools has created a need for locally designed e-learning systems that are tailored to the specific administrative and pedagogical requirements of individual schools, rather than relying solely on generic, often costly, third-party platforms. This study focused on the design and implementation of an e-learning system for Kampala Secondary School, guided by objectives that sought to analyze the existing system and user requirements for e-learning at the school, design and develop an elearning system addressing the identified requirements, implement and test the system, and evaluate user acceptance and satisfaction with the developed system. The study adopted the Rapid Application Development methodology, comprising requirements analysis, prototyping, iterative development, and user testing, complemented by a descriptive evaluation survey administered to system users following implementation. The developed system, built using a webbased architecture with a relational database backend, provided modules for course content management, online assessment, assignment submission, and grade-book tracking. System evaluation data were collected from a sample of 96 respondents comprising teachers, students, and administrative staff who used the system during a one-term piloting period, and were analyzed using descriptive statistics, Pearson correlation, multiple regression, and path analysis (AMOS) grounded in the Technology Acceptance Model. Results showed high perceived ease of use (mean = 3.96) and moderately high perceived usefulness (mean = 3.78) of the developed system, with both constructs significantly and positively correlated with user satisfaction (r = 0.598 and r = 0.664 respectively, p < 0.01). Regression analysis showed that perceived usefulness and perceived ease of use jointly explained 49.6 percent of the variance in user satisfaction (R² = 0.496). Path analysis revealed that perceived usefulness significantly mediates the relationship between perceived ease of use and user satisfaction, with a significant indirect effect (β = 0.231, p < 0.01) alongside a significant direct effect (β = 0.298, p < 0.01), yielding a total effect of 0.529. The study concludes that the developed e-learning system was well received by users at Kampala Secondary School, with ease of use serving as an important foundation for perceived usefulness and, ultimately, user satisfaction, and recommends phased full-scale rollout, continued technical support, and periodic system enhancement based on user feedback.

This study examined the role of information and communication technology (ICT) in the growth, adoption, and performance of online shopping and e-commerce in Kampala, Uganda's commercial capital and the primary locus of Uganda's emerging digital economy. Drawing on a cross-sectional survey of 388 respondents comprising online consumers, e-commerce enterprise operators, payment service providers, and logistics firms, the study employed descriptive statistics, hierarchy-of-controls analysis, bivariate Pearson correlation, chi-square tests of association, and multilevel mixed-effects logistic regression to examine ICT adoption patterns in e-commerce, the determinants of consumer trust and purchase intention, the barriers to e-commerce growth, and the structural predictors of enterpriselevel e-commerce performance. The findings demonstrated that mobile money integration was the single most critical enabler of e-commerce growth in Kampala (OR = 6.74, p < .001), followed by social media marketing adoption (OR = 4.82, p < .001) and logistics partnership quality (OR = 3.91, p < .001). The study benchmarks its analysis against Asiimwe et al. (2026), whose structural equation model demonstrated that digital infrastructure exerted a total effect of β = 0.661 on implementation readiness in educational settings, drawing the parallel that digital payment infrastructure similarly constitutes the foundational enabler of e-commerce readiness in Ugandan commercial contexts and that without mobile connectivity infrastructure, higher-level e-commerce services cannot be effectively delivered or accessed.