The influence of technology acceptance model (TAM) factors on students' e‐satisfaction and e‐retention within the context of UAE e‐learning

Purpose – The main purpose of this paper is to highlight the significance of TAM factors in the light of some external factors on students' e‐retention and the mediating role of e‐satisfaction within United Arab Emirates (UAE) e‐learning context. Design/methodology/approach – The relative importance of TAM factors was examined, as well as enjoyment and blackboard design on students' e‐satisfaction and e‐retention. The survey was designed and administrated using face‐to‐face method. Data were collected from a convenient sample of students who use blackboard system. AMOS 6 was used to test for the hypothesized relationships. Findings – Perceived usefulness has a direct and positive relationship with students' e‐satisfaction and e‐retention while perceived ease of use has only a direct relationship with students' e‐retention. Design features and enjoyment have only a significant relationship with students' e‐satisfaction without any direct relationship with students' e‐retention. Finally, students' e‐satisfaction has a direct relationship with students' e‐retention. Research limitations/implications – This research has only surveyed students from one university in UAE. Further testing of the proposed conceptual model across different industries and countries is needed to determine the generalisability and consistency of this study's findings. Practical implications – The proposed model of students' e‐retention prediction has the potential to help UAE university managers to understand some of the factors influencing students' behaviours and attitudes toward e‐learning systems. This will lead to improving the education quality within the context of UAE. Originality/value – This paper is a significant trial in how TAM factors and other external factors might influence students' e‐satisfaction and e‐retention within UAE e‐learning context.