Are Computer Experience and Anxiety Irrelevant? Towards a Simple Model for Adoption of E-Learning Systems

Massive growth of technology-based e-learning systems is enabling student access to academic content from higher education institutions around the world. This study explores the antecedents of behavioral intention of students to use e-learning systems in university education to supplement classroom learning. A quantitative approach involving a structural equation model is adopted and research data collected from 358 undergraduate students is used for analysis. The study framework is based upon the technology acceptance model (TAM) and three external factors are proposed to influence the behavioral intention of students to use e-learning. Frequently used external factors in previous researches like computer experience and anxiety were not used and alternate factors were explored. Research results show that self-efficacy, enjoyment and results demonstrability have a significant positive influence on perceived usefulness and on perceived ease of use of the e-learning system. Based upon these factors, a simplified model of e-learning systems adoption is proposed. The study identifies these contributory factors from the viewpoint of a student by suggesting that these factors are significant for undergraduate students.