Key Variables Shaping the Intention to Use E-learning: Evidence from the GETAMEL Framework

Abstract

This article examines the challenges and opportunities associated with the implementation of e-learning at Abdelmalek Essaadi University, within the framework of the MarMOOC project, a collaboration between Moroccan and European partners aimed at supporting digital learning initiatives in higher education. While situated within a nationally relevant policy context, the study focuses empirically on students from a single public university to investigate their readiness and willingness to engage with e-learning platforms. Using the General Extended Technology Acceptance Model for e-Learning (GETAMEL), the research explores the influence of factors such as social influence, experience, computer anxiety, self-efficacy, and perceived enjoyment on students’ perceptions of usefulness and ease of use. A quantitative methodology was employed, with data collected through structured questionnaires administered online and face to face, and analyzed using structural equation modeling. The findings indicate that perceived enjoyment and ease of use significantly influence students’ intentions to adopt e-learning, underscoring the role of motivational and social factors in this institutional context. While these results offer insights that may be relevant for other Moroccan universities facing similar structural and resource constraints, broader generalization should be approached with caution and confirmed through future multi-institutional studies.