Behavioral intention, use behavior and the acceptance of electronic learning systems: Differences between higher education and lifelong learning

Highlights：

• A TAM3-based e-learning acceptance model is validated in two educational settings.

• Links between behavioral intention and actual system usage are also analyzed.

• No strong relation was found between BI and self-reported frequency of use.

• Results suggest a trade-off effect between habit and behavioral intention.

• Two components of perceived usefulness are identified: performance and flexibility.