This study explores the influencing factors of user interactive learning behavior in academic library information commons,by extending the original Technology Acceptance Model.The hypothesized relationships were tested via structural equation modeling,combining the specific context of academic library information commons.The results show that:a) Perceived usefulness,perceived ease of use,and perceived encouragement are the direct influencing factors;b) Perceived ease of use and perceived encouragement can directly affect perceived usefulness;c) User characteristic,social identity,service content affect user interactive learning behavior via perceived encouragement and perceived ease of use;d) Service ability can affect user interactive learning behavior via perceived encouragement.
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