The modified technology acceptance model was used to predict actual Blackboard usage (a web-based information system) in a sample of 57 Hong Kong student teachers whose mean age was 27.8 yr. (SD=6.9). While the general form of the model was supported, Application-specific Self-efficacy was a more powerful predictor of system use than Behavioural Intention as predicted by the theory of reasoned action. Thus in this cultural and educational context, it has been shown that the model does not fully mediate the effect of Self-efficacy on System Use. Also, users' Enjoyment exerted considerable influence on the component variables of Usefulness and Ease of Use and on Application-specific Self-efficacy, thus indirectly influencing system usage. Consequently, efforts to gain students' acceptance and, therefore, use of information systems such as Blackboard must pay adequate attention to users' Self-efficacy and motivational variables such as Enjoyment.
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