Perceived ease of use, social influence and enjoyment as predictors of behavioural intention to use e-learning systems among university students

Abstract

The increasing reliance on e‑learning systems in higher education has heightened the need to understand factors that influence students’ intention to adopt and continue using such systems. Grounded in an extended Technology Acceptance Model (TAM), this study examines the roles of perceived ease of use, social influence and perceived enjoyment as predictors of behavioural intention to use e‑learning systems among university students. Employing a quantitative, cross‑sectional research design, data were collected using a structured questionnaire administered to students at a public university. Following data screening procedures, 151 valid responses were analysed using descriptive statistics, Pearson correlation analysis and multiple regression analysis. The findings reveal that perceived ease of use, social influence and perceived enjoyment are all positively associated with behavioural intention at the correlational level. However, multiple regression results indicate that perceived enjoyment and social influence are significant predictors of behavioural intention, with perceived enjoyment exerting the strongest influence, while perceived ease of use does not independently predict intention when other variables are controlled. These findings contribute empirical evidence to the e‑learning adoption literature and highlight the importance of affective and social factors in promoting students’ continued use of e‑learning systems in higher education.