چكيده لاتين :
In this study, the Learning Object Acceptance Model (LOAM) was developed to examine the underlying factors and causal relationships that determine studentsי behavioral intention to use learning
objects in higher education. The target population for the study consisted of undergraduate students who enrolled in Digital Systems course. Two sample data were collected via online survey instruments resulting in
a total sample of 601 potential users of learning objects. This study called for the respondents in two samples to progress through two phases of learning objects participation: Introduction and Direct-use experience. Structural Equation Modeling (SEM) was used to evaluate data from the resultant surveys by using the twostep approach to model construction and testing with the computer program AMOS 4.0. The results showed that the study model produced measurement and structural models with adequate model fits. Learnersי perceived of usefulness and ease of use fully mediated the relationship between learning object characteristics and behavioral intention. However, individual characteristics were found to have no statistically significance
on behavioral intention in this context. This indicated that learning object characteristics were important
external stimuli for learners as they formed the perception and intention to use learning objects.
