E-learning use indicates the success of implementing e-learning environments since it plays a key role in mediating drivers for goal achievement. The motivation for e-learning use greatly depends on developing effective e-learning processes. Two particular issues, technology use and constructivist learning, are proposed for further defining three key determinants, technology affordances, e-content interaction, and e-social interaction, as the determinants of e-learning use, and in turn, academic performance. The three determinants for their integration are unique for a special guide to effective e-learning design. Learner involvement is an emotional moderator for an interactive role with e-learning use. An existing e-learning environment with learning experience is used to collect both subjective and objective data. Technology affordances and e-content interaction have important influence on e-learning use, whereas e-social interaction does not. E-learning use also indicates the importance as a key mediator to achieve academic performance. Learner involvement shows insignificance with the moderating role. These findings have important implications for developing new learning approaches and effective e-learning processes, in particular, the insignificance of e-social interaction and learner involvement.

电子学习的使用表明实施电子学习环境的成功，因为它在调节目标实现的驱动因素方面发挥着关键作用。使用电子学习的动机很大程度上取决于开发有效的电子学习过程。提出了两个特殊问题，技术使用和建构主义学习，以进一步定义三个关键决定因素，即技术可供性、电子内容互动和电子社交互动，作为电子学习使用的决定因素，进而决定学业成绩。对于有效电子学习设计的特殊指南而言​​，它们整合的三个决定因素是独一无二的。学习者参与是电子学习互动角色的情绪调节器。具有学习经验的现有电子学习环境用于收集主观和客观数据。技术可供性和电子内容互动对电子学习的使用有重要影响，而电子社交互动则没有。电子学习的使用也表明了作为实现学业成绩的关键中介的重要性。学习者参与与调节作用无关。这些发现对于开发新的学习方法和有效的电子学习过程具有重要意义，特别是电子社交互动和学习者参与的重要性。