This work aims to investigate the main determinants that could play an important role in increasing the usage and acceptance of e-learning systems among Saudi students. The study employed the Unified Theory of Acceptance and Use of Technology (e-UTAUT) model and introduced new constructs to study the acceptance of e-learning systems in the Saudi Arabian context. The data were collected using a questionnaire survey from a total of 507 undergraduate and postgraduate students at King Faisal University (KFU). The research model was tested using the structural equation modeling technique (SEM). Based on the results, the factors of course design, course content support, course assessment and instructor characteristics were shown to have a significant effect on the actual use of e-learning systems. However, the influence of social influence on actual use was found to be statistically insignificant. Additionally, the course design, course content support, course assessment and instructor characteristics factors were found to have a positive effect on the performance expectancy of e-learning systems. The research findings serve as an important reference for university managers and researchers on students' priorities when improving course design, course content and course assessment, thereby increasing the usage and acceptance of e-learning systems among students.

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The aim of the present study was to narrow the gap in the literature on the adoption of massive open online courses (MOOCs) and the role of task-technology fit (TTF), which influences student satisfaction, academic performance, and the long-term viability (sustainability) of MOOCs in higher education. While researchers have examined MOOC acceptance in a variety of contexts, the role of TTF as a mediating variable in evaluating education sustainability has not been explored using the technology acceptance model (TAM). As a result, the aim of this study was to create a new paradigm by combining two theories: TTF and TAM. Therefore, this study surveyed 277 university students from public universities using the structural equation modeling (SEM) approach to learn about their perceptions toward MOOCs as a method of achieving higher education sustainability. According to the findings, perceived ease of use had a positive impact on perceived enjoyment, perceived usefulness, and social influence, which in turn had a positive impact on task-technology fit and MOOCs use as a method of sustainability in higher education. Task-technology fit also had a positive impact on MOOC use as a method of sustainability. Finally, the role of task-technology fit and MOOCs in educational sustainability had a positive effect on students satisfaction and academic performance. As a result, the use of MOOCs in learning processes should be encouraged in higher education institutions to ensure their long-term viability (sustainability).

The goal of this study was to develop a new model and conduct confirmatory factor analysis to learn more about how students use M-learning in higher education. The study is theoretically based on the unified theory of acceptance and use of technology (UTAUT) theory and the technology acceptance model (TAM). Theoretically, the factors related to the adoption of M-learning in higher education, identified as contributory to perceived ease of use, perceived usefulness, and attitudes towards M-learning and actual use of M-learning, were analyzed. A questionnaire survey was distributed to 362 university students who were randomly selected. Structural Equation Modeling (SEM)-AMOS was used for data analysis. Based on the findings, M-learning appears to be one of the most promising educational technologies for development in educational environments. Perceived facilitating conditions, performance expectancy, effort expectancy, social influence, and perceived enjoyment have a significant positive effect on the perceived ease of use and perceived usefulness, while performance expectancy has a negative effect on the perceived ease of use. Perceived ease of use and perceived usefulness have a positive and significant effect on attitudes towards using M-learning and actual use of M-learning. Therefore, we recommend lecturers encourage students to utilize M-learning for educational purposes in higher education.