  This study examines the acceptance of technology and behavioral intention to
use learning management systems (LMS). In specific, the aim of this research is
to examine whether students ultimately accept and use educational learning
systems such as e-class and the impact of behavioral intention on their
decision to use them. An extended version of technology acceptance model has
been proposed and used by employing the System Usability Scale to measure
perceived ease of use. 345 university students participated in the study and
the data analysis was based on partial least squares method. The results were
confirmed in most of the research hypotheses. In particular, social norm,
system access and self-efficacy significantly affect behavioral intention to
use. As a result, it is suggested that e-learning developers and stakeholders
should focus on these factors to increase acceptance and effectiveness of
learning management systems.
