The advent of information technologies to Universities has improved the teaching–learning process.
Students can increase their learning skills using information technology. Those using the Moodle platform
regularly seem to get better grades than those who rarely or never use it.
This paper analyzes students’ intention to use Moodle platforms to improve the teaching–learning
process. Its main focus is to analyze the use of the Moodle platform by University students, identifying
factors which might influence the intention to use it. Understanding the factors influencing the intention
to use Moodle will allow us to determine which actions might be carried out to boost its use by
University students, to therefore, improve both their skills and grades.
The theoretical grounding for this research is the Technology Acceptance Model (TAM). TAM specifies the
causal relationships between perceived usefulness, perceived ease of use and actual usage behavior. The
proposed model has six constructs and nine hypotheses have been generated from the connections
between these six constructs. These constructs include perceived compatibility with student tasks,
perceived usefulness for professors, and training. Our results provide support for a number of relationships
in the hypothesized model. In light of these findings, implications for theory and practice are
discussed.