Abstract
The key objective of this study was to reveal the key factors that impact university students' continued usage intentions with respect to Learning Management Systems (LMSs). Given the context-dependent nature of e-learning, the Unified Theory of Acceptance and Use of Technology (UTAUT) model was applied and extended with constructs principally related to LMSs. The newly added constructs include learning tradition, self-directed learning, and e-learning self-efficacy. The extended model, which measures continued usage intentions with respect to LMSs, was validated with empirical data collected via an online survey questionnaire completed by a sample of 590 higher education students in three private universities in Jordan. PLS-SEM- "Partial least squares structural equation modelling" was employed to examine the various hypotheses introduced in the model. The results demonstrated that: (1) performance expectancy, e-learning self-efficacy, effort expectancy, facilitating conditions, and social influence have a direct positive influence on continued usage intentions, (2) effort expectancy has a direct positive effect on performance expectancy, (3) performance expectancy partially mediates the relationship between effort expectancy and continued usage intentions, and (4) self-directed learning and learning tradition have direct negative effects on continued usage intentions. The outcomes of this study have valuable theoretical and practical implications for researchers, higher education institutions (HEIs), and developers of LMSs.