Due to COVID-19 global crisis, schools and universities worldwide were closed to contain its spread (UNESCO, 2020). E-learning systems have been massively adopted to facilitate the continuity of education. Accordingly, investigating the key determinants of e-learning systems success is vital to deliver effective education service to mitigate the negative lockdown impacts. Seventeen hypotheses were formulated. The findings showed positive relationships among system quality, system features, content quality, and perceived usefulness. Additionally, system features, computer experience, self-efficacy, and college support positively affect the perceived ease of use. Perceived enjoyment has strong influences on perceived usefulness, perceived ease of use, and attitude towards the e-learning system. Furthermore, attitude towards e-learning was proved to be positively influenced by perceived usefulness, perceived ease of use, perceived enjoyment, instructor quality, and college support. Finally, attitude towards e-learning has a strong effect on behavioural intention to use the e-learning system. Conclusion and practical implications were developed.

由于 COVID-19 全球危机，世界各地的学校和大学都被关闭以遏制其蔓延（联合国教科文组织，2020 年）。电子学习系统已被广泛采用，以促进教育的连续性。因此，调查电子学习系统成功的关键决定因素对于提供有效的教育服务以减轻负面锁定影响至关重要。提出了十七个假设。研究结果表明，系统质量、系统特征、内容质量和感知有用性之间存在正相关关系。此外，系统功能、计算机体验、自我效能和大学支持对感知易用性产生积极影响。感知享受对感知有用性、感知易用性和对电子学习系统的态度有很大影响。此外，对电子学习的态度被证明受到感知有用性、感知易用性、感知享受、教师质量和大学支持的积极影响。最后，对电子学习的态度对使用电子学习系统的行为意图有很强的影响。得出了结论和实际意义。