AN EMPIRICAL INVESTIGATION INTO THE ROLE OF ENJOYMENT, COMPUTER ANXIETY, COMPUTER SELF-EFFICACY AND INTERNET EXPERIENCE IN INFLUENCING THE STUDENTS' INTENTION TO USE E-LEARNING: A CASE STUDY FROM SAUDI ARABIAN GOVERNMENTAL UNIVERSITIES
E-learning as an effective educational tool has been integrated into many offered courses provided by higher education institutions. Throughout eliminating the barriers of time and distance, students' lifelong learning can be achieved. Due to a broad global attention given to e-Learning, various studies had been conducted by academe, different organizations as well as the government of various nations (Rosenberg, 2001). Saudi Arabian universities are among those universal universities that implement E-learning system. However, recent research indicated that majority of students in Saudi's universities are still unwilling to use online system. Therefore, many factors need to be determined in order to enhance the students' intention to use E-learning tools and participate effectively in their courses using the accessible electronic channels. The current study has extended Technology Acceptance Model (TAM) to investigate the role of Enjoyment, computer anxiety, computer self-efficacy and Internet experience in influencing the students' intention to use E-learning in Saudi's universities. 402 governmental universities' students were participated to test the proposed hypotheses and to determine weather the proposed variables have an effect on the students' intention to use E-learning system. The results of stepwise regression indicated that computer anxiety, computer self-efficacy and Enjoyment were significantly influence the students' intention to use E-learning while the Internet experience was insignificantly influence them. Furthermore, the importance of Attitude in mediating the relationship between perceived usefulness, perceived ease of use and the students' behavioral intention was confirmed.