<![CDATA[Digital transformation has become the approach adopted to improve performance. Learning Management Systems (LMS) bridge the learning gap between educators and learners. The Technology Acceptance Model (TAM) is insufficient for analysis; the Object-Oriented Systems (OST) approach complements the mechanisms of technological intervention. This study aims to analyze the moderating effect of organizational support, mediated by TAM, on the intention to adopt technology. This study employed a quantitative approach using an explanatory case study method. The study sample consisted of students at private universities in Yogyakarta who use an LMS. The sample size was 80 respondents, and data were collected via an online survey. SEM-PLS was selected as the analytical method. Data analysis shows that one hypothesis was accepted and two hypotheses were rejected. Perceived ease of use has a positive effect on perceived usefulness in using an LMS. Neither the effect of perceived ease of use nor that of perceived usefulness on behavioral intention via organizational support is statistically significant Theoretically, TAM suggests that ease of use functions both as a cognitive factor and as a direct prerequisite. Ease of use increases the intention to use the system, but institutional support does not always strengthen or weaken this relationship. Institutional support is unable to alter the beliefs regarding benefits that drive behavioral intentions. Its theoretical contribution lies in the integration of technology acceptance and organizational institutional support. In practice, universities and system developers collaborate to produce advanced technologies that accommodate needs resources.]]>
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