SINDH UNIVERSITY RESEARCH JOURNAL (SCIENCE SERIES) E-Learning System Acceptance Model: An Empirical Investigation A. BURDI, F. H. CHANDIO, M. S. ABBASI*; S. H. F. NAQVI, N. J. RAJPER, F. A. ABBASI**, H. A. MAHESAR*** Institute of Mathematics and Computer Science: University of Sindh, Jamshoro Received 10 th June 2018 and Revised 15 th September 2018 1. INTRODUCTION Due to advancement in internet technologies, and emergence of sophisticated tools are now able to realize the notion of pervasive learning environment. Furthering this direction, researchers and practitioners have developed several innovative systems that facilitate e-learning environment (Garrison, 2011). Although e-Learning is complex term to define, and several definitions exit for this term. Resenberg (2001) considers e-learning as the use of Internet-based technologies in the delivery of learning solutions as a way of increasing skills, knowledge, and performance of the learners. This definition explains overall scenarios pertaining to e-Learning environment. For example, teachers and students (learners), through the internet, are now being able to share knowledge anywhere in the world via different sources such as email, and other interacting software. In addition, preparation of assignments and other related work though shared-desks are some of the classical examples of e-learning environment. Although a great portion of work has been conducted in e-Learning domain in the past (Clark, and Mayer, 2016). However, most of the previous work focused on the technological development of e-Leaning systems. According to Sun et al. (2008) very few studies concentrated on the factors that affect learner’s to adopt and make use of such systems. Recently, Burdi et al. (2017) developed an e-learning acceptance model to understand potentials learners’ decision making towards e-learning systems acceptance. Although their (ibid) work was well justified from the extant literature, the model however was not validated in real world settings. This article attempts to test the model developed in (Burdi et al., 2017) by collecting data from the real world settings. 2. E-Learning Systems Acceptance Model The e-Leaning system acceptance model developed by (Burdi et al 2017) was based on well-known information system theory, the technology acceptance model (TAM). The model proposed in their study added a new factor in the TAM (Fig. 2). The newly introduced factor in the model is known as personalization. The model postulates that personalization is expected have a strong influence on perceived usefulness (PU) and perceived of use (PEOU), the two important tenets of TAM. Whereas, PU and PEOU are expected to have an impact on e-Learning system acceptance. Fig.1: Technology Acceptance Model Externa l Variabl e Perceive d Usefulne ss Perceive d Ease of  Use Behavi oural Intentio n System Use   Abstract This study empirically tested an e-learning system acceptance model. The proposed model consisted of 4 factors including personalization, perceived ease of use, perceived usefulness and e-Learning system acceptance. The data was collected from308 students who voluntarily participated in the study. Results of the study suggest that personalization was strong predictor of perceived usefulness and ease of use factors. Whereas, perceived ease of use and perceived usefulness significantly influenced intended behavior of learners towards e-Learning system acceptance. Keyword: E-Learning System, Personalization, TAM Theory. Sindh Univ. Res. Jour. (Sci. Ser.) Vol. 50 (3D) 206-209 (2018) Email:asad.buledi@usindh.edu.pk,fida@usindh.edu.pk,sharif.abbasi@usindh.edu.pk, hira.naqvi@usindh.edu.pk,noor_rajper@hotmail.com,faheem.abbasi@usindh.edu.pk *I P.A, University of Sindh Jamshoro **Institute of Information and Communication Technology, University of Sindh, Jamshoro *** University of Sindh Jamshoro