本研究旨在探討通過使用基於技術接受模型（TAM ）的方式提出了一個擴展的概念模型，對影響大學生對黑板學習系統驗收的因素。八個因素，即感知用戶界面設計，主觀規範，自我效能，知覺行為控制和原來譚因素包括感知易用性，感知有用性，態度和行為意向，用於在模型來衡量學生的接受使用黑板學習系統。一項問卷調查是從大學生中提取必要的信息，共有293名學生完成了問卷。用來分析所提出的模型結構方程建模（ SEM）顯示，我們提出的概念模型決定了學生接受53 ％的使用黑板學習系統。此外，掃描電鏡確定主觀規範作為這意味著有必要鼓勵教師來影響和激勵學生在教育過程中要使用的Blackboard學習系統，包括發布相關過程中的必要公佈，甚至上傳任務或討論的一個關鍵決定因素。這一發現可以作為一個有價值的考慮，以設計出更好的戰略，以提高電子學習系統在大學或其他教育機構的職能。

This study investigates factors influencing university students’ acceptance towards Blackboard learning system by using a proposed extended conceptual model based on Technology Acceptance Model (TAM) approach. Eight factors namely Perceived User Interface Design, Subjective Norm, Self Efficacy, Perceived Behavior Control and original TAM factors that consist of Perceived Ease of Use, Perceived Usefulness, Attitude and Behavior Intention, are used in the model to measure the students’ acceptance to use Blackboard learning system. A questionnaire survey was conducted to extract the necessary information from university students and a total of 293 students had completed the questionnaire. A Structural Equation Modeling (SEM) used to analyze the proposed model reveals that our proposed conceptual model determines 53 percent of students’ acceptance to use Blackboard learning system. Furthermore, SEM identifies Subjective Norm as a key determinant which implies that it is necessary to encourage the instructors to influence and motivate their students to use Blackboard learning system during the education process including posting the necessary announcement of related course or even uploading the tasks or discussions. This finding can be used as a valuable consideration in order to design better strategies to enhance the functions of e-learning system in university or other educational institutions.

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