<p>In the context of rapid digitalization of higher education, understanding the psychological and technological factors that influence students’ intention to continue studying online becomes essential. Models such as the technology acceptance model (TAM) and the theory of planned behavior (TPB), while effective in explaining behavior, often overlook emotional factors, including enjoyment. This factor is especially important in the context of Vietnamese culture, where subjective emotions and experiences can significantly influence learning motivation. Therefore, this study was conducted to fill that gap. This study investigates the influence of experience, technological innovation, perceived ease of use, and self-efficacy on students’ attitudes and intentions to continue using e-learning systems. It also examines the moderating role of perceived enjoyment. Based on data collected from 510 university students in Ho Chi Minh City via an online survey using a judgmental sampling approach based on predefined criteria, the analysis was conducted using partial least squares structural equation modeling. The findings reveal that experience and technological innovativeness have a positive impact on perceived ease of use and self-efficacy, significantly enhancing students’ attitudes toward e-learning. These attitudes subsequently predict their continuance intention. Thus, this study adds an important emotional dimension to the study of technology acceptance behavior – an aspect that has been overlooked in traditional theoretical models. In addition, the results indicate that although enjoyment can increase learning interest, if pushed too far, it can deviate from learning goals and lead to a decline in the intention to continue learning. This finding not only contributes to the expansion of the theory but also provides a practical basis for designing future digital education content that balances emotional and academic factors.</p>