The integration of e-learning in teaching and learning has become increasingly prevalent in modern education as technological advancements have revolutionized traditional educational methods and enhanced students' educational experiences. Amidst this advancement, it is important to know how well this e-learning technologies engage learners in teaching and learning practices. This study aims to investigate the factors that influence students' use of e-learning technologies. To accomplish this goal, several e-learning theories were examined. A model was proposed for this research using constructs derived from UTAUT-Utility Expectance, Effort Expectancy, Social impact, and Facilitating Conditions in combination with student use of e-learning technologies construct. The study used a quantitative research method involving 250 South African university students who use e-learning technology. Using exploratory factor analysis and Cronbach's alpha, the study was assessed for validity and reliability whose values were acceptable. The hypotheses were tested using regression analysis and it was found that utility expectancy, social influence, and facilitating condition are the factors that have a positive influence on students' use of e-learning technologies. However, it was found that effort expectancy has no influence on students' use of e-learning technologies. This might be due to digital literacy background of the students. The study's findings suggest that e-learning technologies continue to motivate students to learn despite factors that affect how they are used in teaching and learning. © 2023 Society for Research and Knowledge Management. All rights reserved.
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