Behavioral intention, use behavior and the acceptance of electronic learning systems: Differences between higher education and lifelong learning.

•A TAM3-based e-learning acceptance model is validated in two educational settings.•Links between behavioral intention and actual system usage are also analyzed.•No strong relation was found between BI and self-reported frequency of use.•Results suggest a trade-off effect between habit and behavioral intention.•Two components of perceived usefulness are identified: performance and flexibility.