E-learning systems, assessed through computers and/or mobile devices, are widely adopted to assist university students’ learning. Nonetheless, the impact of surprise in the design of e-learning systems still needs clarification. The link of learners’ multiple goals orientation to their e-learning system use behavior also lacks clarification. This study, therefore, clarifies the issues based on the updated IS success model. Data of two hundred and forty-one university learners who used e-learning systems in their course learning were gathered and analyzed with SEM. The results validated the significant association of surprise with university students’ system use and user satisfaction that facilitated the transfer of the learning to their overall learning outcome. However, learners of different learning goals orientation presented different patterns of learning transfer through e-learning systems. The results reflected different roles of e-learning to learners of different learning goals orientation in their learning adaptation.

通过计算机和/或移动设备评估的电子学习系统被广泛用于帮助大学生学习。尽管如此，惊喜仍然影响着电子学习系统的设计。学习者的多目标定向与他们的电子学习系统使用行为之间的联系也不清楚。因此，本研究基于更新后的IS成功模型阐明了这些问题。使用SEM收集和分析了241名在课程学习中使用电子学习系统的大学学习者的数据。结果验证了惊喜与大学生的系统使用和用户满意度之间的显着关联，这促进了学习向他们的整体学习成果的转移。然而，具有不同学习目标取向的学习者通过电子学习系统呈现了不同的学习转移模式。结果反映了电子学习对学习目标取向不同的学习者的不同作用。