This study advances the understanding of the process by which students accept and use e-learning environments. This is a key aspect in studying the online behaviour of students, as it directly influences their conduct in their capacity as users of learning products. To address the lack of empirical data on the adoption of this type of learning environment, we present and validate a model of the phenomenon. The study considers the utilitarian aspects included in the technology acceptance model (TAM) and also an aspect of intrinsic motivation for an individual, flow, to enhancing the explanatory power of the models presented.Based on a sample of 2,574 students, structural equation modelling is used to test the model. We identify the effect of flow on perceived ease of use, perceived usefulness and on the actual usage of the e-learning environment, demonstrating the importance of this factor as a complement to the components of the TAM.
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