The COVID-19 pandemic brought about profound global teaching and learning management shifts. Numerous higher education institutions in Uganda turned to Learning Management Systems (LMS) to adapt. Despite the contemporary digital age and the notable increase in Information and Communications Technology (ICT) investments in universities, LMS in Ugandan public universities have remained unpopular. Hence, an in-depth examination is needed, focusing on users’ perceived performance and its influence on the LMS quality of use. It also considered the mediating role of motivation to learn in this intricate relationship. The research methodology employed was quantitative, utilising a cross-sectional design. A total of 707 participants were selected through a multi-stage sampling process, yielding a response rate of 93%. The hypotheses formulated for this investigation were rigorously tested using Stata software, employing structural equation modelling estimation techniques. The findings revealed a significant influence of users’ perceived performance on the LMS quality of use. However, contrary to the initially hypothesised mediation effects, the indirect influence of perceived performance on the LMS quality of use, as mediated by motivation to learn, experienced a reduction from an initial 0.65 to .034. The study’s conclusions underscore the enduring importance of perceived performance as a pivotal factor in shaping the quality of LMS utilisation. Nevertheless, it is essential to acknowledge that the interplay between perceived performance and motivation to learn in mediating this relationship is more complex and multifaceted than originally anticipated. This nuanced understanding of the dynamics involved in resource-constrained environments offers fresh insights into educational technology adoption and adaptation.