E-learning as an effective educational tool has been integrated into many offered courses provided by higher education
institutions. Throughout eliminating the barriers of time and distance, students' lifelong learning can be achieved. Due
to a broad global attention given to e-Learning, various studies had been conducted by academe, different organizations
as well as the government of various nations (Rosenberg, 2001). Saudi Arabian universities are among those universal
universities that implement E-learning system. However, recent research indicated that majority of students in Saudi's
universities are still unwilling to use online system. Therefore, many factors need to be determined in order to enhance
the students' intention to use E-learning tools and participate effectively in their courses using the accessible electronic
channels. The current study has extended Technology Acceptance Model (TAM) to investigate the role of Enjoyment,
computer anxiety, computer self-efficacy and Internet experience in influencing the students' intention to use E-learning
in Saudi's universities. 402 governmental universities' students were participated to test the proposed hypotheses and to
determine weather the proposed variables have an effect on the students' intention to use E-learning system. The results
of stepwise regression indicated that computer anxiety, computer self-efficacy and Enjoyment were significantly
influence the students' intention to use E-learning while the Internet experience was insignificantly influence them.
Furthermore, the importance of Attitude in mediating the relationship between perceived usefulness, perceived ease of
use and the students' behavioral intention was confirmed. (Authors' abstract)