TABLE 1.

Previous research related to TAM in e-learning.

Study	Constructs	Method	Key findings
Šumak et al., 2011	perceived usefulness, perceived ease of use, attitude toward using, behavioral intention, usage, self-efficacy, satisfaction, social influence, compatibility, facilitating conditions, performance expectancy, confirmation, experience, system quality, anxiety, computer self-efficacy, management support, and flow	Meta-analysis	TAM is the most applied model in e-learning. The size of the causal effects between individual TAM-related factors depends on the type of user and the type of e-learning technology. PEOU and PU influence the user attitudes toward using an e-learning technology in equal measure for different user types and types of e-learning technology settings
Selim, 2003	perceived usefulness, perceived ease, course website ease of use, course website usefulness, course website usage	SEM of LISREL	usefulness and ease of use are good determinants of the acceptance course websites are an effective and efficient learning technology
Lee et al., 2005	perceived usefulness, perceived ease of use, perceived enjoyment, attitude, behavioral intention	SEM of LISREL VIII	perceived usefulness and perceived enjoyment had an impact on both students’ attitude toward and intention to use ILM. Perceived ease of use was found to be unrelated to attitude.
Liu et al., 2005	e-learning presentation types, perceived usefulness, perceived ease of use, attitude, intention	repeated-measures one-way ANOVA test with the independent variable	Dual identity of the online e-learning user as a system user and a learner was confirmed. Both the flow and the perceived usefulness of the e-learning system strongly predict intention to continue using e-learning
Pituch and Lee, 2006	system characteristics, learner characteristics, perceived usefulness, perceived ease of use, use of an e-learning system	SEM	E-learning presentation type and users’ intention to use e-learning were related to one another. Concentration and perceived usefulness were considered intermediate variables
Park, 2009	e-learning self-efficacy, subjective norm, system accessibility, perceived usefulness, perceived ease of use, attitude, and behavioral intention to use e-learning	SEM	TAM to be a good theoretical tool to understand users’ acceptance of e-learning. E-learning self-efficacy was the most important construct, followed by subjective norm in explicating the causal process in the model
Tarhini et al., 2013	social norms, quality of work life, perceived usefulness, perceived ease of use, attitude, behavioral intention, usage	SEM	Analysis results reveal that all the hypotheses are supported
Mohammadi, 2015	quality features, perceived ease of use, perceived usefulness on users’ intentions, satisfaction, usability toward use of e-learning	SEM, path analysis	‘Intention” and “user satisfaction” both had positive effects on actual use of e-learning. “System quality” and “information quality” were found to be the primary factors driving users’ intentions and satisfaction toward use of e-learning. “Perceived usefulness” mediated the relationship between ease of use and users’ intentions
Al-Azawei et al., 2017	e-learning self-efficacy, perceived satisfaction, learning styles, perceived usefulness, perceived ease of use, intention to use	PLS SEM	Highlights the integration of perceived satisfaction and technology acceptance in accordance with psychological traits and learner beliefs. Model achieved an acceptable fit and successfully integrated intention to use (ITU) and perceived satisfaction