Abstract
The Technology Acceptance Model (TAM) has been one of the most popular models in explaining the acceptance of technologies and employed empirically in various studies. This study was conducted with the objective of investigating the acceptance and use of the learning management system (LMS) at King Abdulaziz University (KAU) from the perspectives of Saudi students. The study aims to understand the factors that lead to the proper utilization of LMS within the context of Saudi Arabia by examining the associations between the students' actual use of LMS and external variables: prior experience of LMS, satisfaction, social influence, computer self-efficacy and the teacher role. The participants were male and female students at KAU during the 2016 Fall semester in different fields and education levels. This quantitative study used both online and paper-based questionnaires to ensure a sufficient sample size. Based on the non-probability convenience sampling technique, 150 responses were received, and 142 responses were used for data analysis. For estimating the reliability of the instruments, Cronbach's alpha measure was employed. The 14 proposed hypotheses were examined using the regression analysis statistical technique. Findings demonstrate the original TAM hypotheses and show the factors that influence the adaption of LMS within the context of Saudi Arabia. The students' use of LMS is positively influenced by prior experience of LMS, satisfaction, social influence, computer self-efficacy and the teacher role. As TAM has barely been used in understanding the students' actual use of LMS in Saudi Arabia, the findings may provide a roadmap for future work to examine further variables that influence the use of LMS from the perspectives of Saudi students.