{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,8]],"date-time":"2026-07-08T05:51:11Z","timestamp":1783489871653,"version":"3.55.0"},"reference-count":61,"publisher":"Emerald","issue":"5","license":[{"start":{"date-parts":[[2006,9,1]],"date-time":"2006-09-01T00:00:00Z","timestamp":1157068800000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2006,9,1]]},"abstract":"<jats:sec><jats:title content-type=\"abstract-heading\">Purpose<\/jats:title><jats:p>The purpose of this research is to investigate the factors affecting the adoption of the e\u2010learning system (ELS) in mandatory and voluntary settings, through an extension of the technology acceptance model (TAM).<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-heading\">Design\/methodology\/approach<\/jats:title><jats:p>Regression analysis was used to observe the associations of proposed constructs.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-heading\">Findings<\/jats:title><jats:p>The results of the study confirm the original TAM findings. In mandatory settings, students would only intend to use the ELS. Computer self\u2010efficacy demonstrated significant influence on perceived ease of use. Effects of course attributes on perceived usefulness were negatively significant. Effects of content quality on perceived usefulness were significant. This study found that the effects of subjective norm significantly influenced perceived usefulness in both settings. Also, perceived network externality exerts a significant direct effect on usage intentions, perceived usefulness, and perceived ease of use. This research implied that, first of all, mandatory usage is necessary for overall adoption of the ELS. The ELS should be developed to target changes in perceived usefulness, perceived ease of use, and perceived network externality. Practical alternatives included enhancing content quality, developing a simple and easy\u2010to\u2010use system, and enhancing students' computer self\u2010efficacy. Secondly, perceived network externality was important in ELS adoption. That is, promotion of the system should emphasise the popularity of the system and future ELS products and services in order to create bandwagon effects.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-heading\">Originality\/value<\/jats:title><jats:p>These findings suggested an extended model of TAM for the ELS. This research advances theory and contributes to the foundation for future research aimed at improving our understanding of students' adoption behaviour of the e\u2010learning system.<\/jats:p><\/jats:sec>","DOI":"10.1108\/14684520610706406","type":"journal-article","created":{"date-parts":[[2007,1,15]],"date-time":"2007-01-15T15:07:19Z","timestamp":1168873639000},"page":"517-541","source":"Crossref","is-referenced-by-count":235,"title":["An empirical investigation into factors influencing the adoption of an e\u2010learning system"],"prefix":"10.1108","volume":"30","author":[{"given":"Ya\u2010Ching","family":"Lee","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"140","reference":[{"key":"key2022031620352825400_b1","doi-asserted-by":"crossref","unstructured":"Agarwal, R. and Prasad, J. 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