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Objectives: This study aimed to investigate the motivating variables that affect students' attitudes toward using Learning Management Systems (LMS) during the Covid-19 pandemic and beyond by extending the Technology Acceptance Model (TAM) to include perceived enjoyment and perceived trustworthiness. Methods: Data were collected from 599 tertiary students from across five public universities in Ghana using online questionnaires to measure Perceived Usefulness (PU), Perceived Ease of Use (PEU), Attitude Towards Use (ATU), and Behavioural Intention (BI). The collected data were analyzed using PLS-SMART. Findings: The study's findings suggest that perceived usefulness and perceived ease of use affect students' attitudes toward LMS use (That is, PEU -> ATU [O = 0.227, t = 4.747, p = 0.000] and PU -> ATU [O = 0.430, t = 8.993, p = 0.000]), which affects students' behavioural intention to use IT (That is, ATU -> BI [O = 0.314, t = 6.828, p = 0.000]). In addition, the most vital relationship was "perceived ease of use" as a predictor of "perceived usefulness" (That is, PEU -> PU [O = 0.440, t = 10.025, p = 0.000]). Furthermore, contrary to expectations, perceived enjoyment and perceived trustworthiness, also considered critical predictors, did not affect students' attitudes toward LMS use (That is, PE -> ATU [O = 0.085, t = 1.776, p = 0.076] and PT -> ATU [O = 0.033, t = 0.744, p = 0.457]). Novelty: These findings provide valuable insights which can enhance education quality and students' acceptance of LMS during mandated environments such as the COVID-19 pandemic. The framework of the study is an extension of the original TAM model, including new constructs, perceived enjoyment, and perceived trustworthiness.

Objectives: To examine the creation of Value from IT investments for tertiary students. The focus was to use the complementary assets (Innovation, Training, and IT Support) as moderating variables for the relationship between IT investments and value creation in a mandated (Covid-19 setting) tertiary educational setting. Methods: One of the leading universities in Ghana was used as the object of study. A google form questionnaire was sent to the student body, and 508 responses were received. Smart PLS was used to analyze the responses. Findings: The results revealed that even though there was some level of interaction between the complementary assets (Innovation, training, IT Support) and IT investments, none of them had a significant effect on IT Value (Training > IT VALUE, p = 0.412; Innovation > IT VALUE, p = 0.371; IT Support > IT VALUE, p = 0.417). It was also revealed that IT investments was significantly correlated with IT Value (IT INVESTMENTS > IT VALUE, p = 0.000), confirming the insignificance of the moderators. In other words, the IT investments alone created value for the students. Novelty: The study is one of the early studies in IT value creation beyond IT investments in a mandated tertiary educational setting. In this study, it is evident that students in a mandated environment, such as in the case of Covid-19, where students are mandated to use the LMS and other IT infrastructure, will find their way out to create value for themselves once the IT infrastructure is in place; complementary assets may not be too necessary.

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