This study aimed to investigate the use of learning management systems (LMSs) in higher education institutions to analyze factors affecting usage behavior. The participants were 584 students and 42 teachers from various disciplines in higher education institutions in Thailand who used LMSs at different levels including discontinued users. Data were analyzed based on the technology acceptance model (TAM) using partial least squares structural equation modeling (PLS-SEM). Results indicated that perceived resource (within the information system concept), job relevance, and subjective norms were good predictors of LMS usage. Perceived resource had the most substantial influence on usage behavior, while the influence of voluntariness was found to be insignificant. The model revealed different perceptions between students and teachers with regard to LMS usage. High levels of confidence were shown due to variations in the samples, with Cronbach’s alpha values between .728 and .979.

这项研究旨在调查高等院校中学习管理系统（LMS）的使用，以分析影响使用行为的因素。参加者为584名来自泰国高等教育机构各个学科的学生和42名教师，他们在不同级别使用了LMS，包括非连续用户。使用部分最小二乘结构方程模型（PLS-SEM），基于技术验收模型（TAM）分析数据。结果表明，感知资源（在信息系统概念内），工作相关性和主观规范是LMS使用的良好预测指标。感知资源对使用行为的影响最大，而自愿性的影响则微不足道。该模型揭示了学生和教师之间对于LMS使用的不同看法。由于样本中的变化，显示出较高的置信度，Cronbach的alpha值在.728和.979之间。