Purpose: The purpose of this study is to examine the impact of absorptive capacity (understanding, assimilating and applying u-learning) perceptions on behavioral intention to use u-learning through path analysis and applies the technology acceptance model (TAM) as a theoretical foundation, simultaneously improving the model by adopting prior mobile experience as a meaningful moderator. Design/methodology/approach: Data were collected from 212 students in Taiwan and various relationships in the research model were tested using the partial least squares approach. Findings: The findings show that perceived usefulness and ease of use are determinants of student acceptance of u-learning. Absorptive capacity (understanding, assimilating and applying u-learning) perceptions influence perceived usefulness and ease of use of u-learning. Additionally, assessment of the moderating effect of prior mobile experience on model relationships reveals insights into the determinants of behavioral intention to use u-learning. Practical implications: Personal absorptive capacity to understand, assimilate, and apply u-learning affects student perceptions of usefulness and ease of use of u-learning, which in turn influence usage intentions. Thus, students should be offered demonstrations of how to operate u-learning. More importantly, training courses on various mobile and context-aware services should be provided to students to equip them with comprehensive knowledge of u-learning, improve their real-world observational skills, reduce anxiety associated with u-learning, and increase their confidence in using u-learning. Originality/value: Theoretically, while drawing upon the TAM, this study aims to provide a model that capable of understanding the determinants of behavioral intention to use u-learning. From the practical perspective, the findings should provide further insight into student behaviors resulting, leading to more effective strategies for developing a u-learning environment.