Abstract—Technology acceptance model (TAM) has been a
standout amongst the most well-known models in
understanding the users’ acceptance of technologies. This study
develops a model to predict the factors that influence the use of
learning management systems (LMS) among higher educational
students in Saudi Arabia by applying the TAM model and two
psychological determinants: computer self-efficacy and
subjective norms. The Partial Least Squares Structural
Equation Modeling (PLS-SEM) technique was employed to
examine the proposed model. The findings confirm the TAM
model within the context of Saudi Arabia. Further, the
students’ perceived ease of use is positively influenced by
computer self-efficacy, while the students’ perceived usefulness
is positively affected by subjective norm. As scholars have
overlooked using TAM to assess LMS in the context of Saudi
Arabia, the study may give a guide to future work to adopt
additional factors that impact the students' utilization of LMS.
Index Terms—Computer self-efficacy, e-learning system, learning management system, subjective norms, technology acceptance model.
S. S. Binyamin is with King Abdulaziz University, Jeddah, Saudi Arabia. He is also with Edinburgh Napier University, Edinburgh, United Kingdom (e-mail: email@example.com).
M. J. Rutter and S. Smith are with School of Computing, Edinburgh Napier University, Edinburgh, United Kingdom (e-mail: firstname.lastname@example.org, email@example.com).
Cite: Sami S. Binyamin, Malcolm J. Rutter, and Sally Smith, "The Influence of Computer Self-efficacy and Subjective Norms on the Students’ Use of Learning Management Systems at King Abdulaziz University," International Journal of Information and Education Technology vol. 8, no. 10, pp. 693-699, 2018.