## 2 Theoretical Framework  
The ICT literature has always been concerned to understand usage behavior regarding ICT [27; 28]. In this respect, many studies have revealed that this behavior can vary among individuals or groups [27; 28; 29], and behavioral intention to use is frequently analyzed through the application of certain constructs or approaches to address the acceptance of emergent technologies [30]. The Technology Acceptance Model (TAM) is one of the most influential theoretical frameworks to explain users' acceptance of ICT [31].  
The TAM was developed by [32] in order to study the usage intention of technology based on the principles proposed by [33] in the \"Theory of Reasoned Action\". Ever since, this model has been used intensively by researchers to develop predictive models about the intention to use any technology (i.e., Internet, mobile devices, enterprise systems or open software) in any discipline (i.e., medicine, business, education, economics or psychology), and in many cases, the hypothetical relationships have been widely supported [34]. Nowadays, it continues to be one of the main theoretical frameworks for evaluating the use of technology, and its validity for this purpose has been widely demonstrated [35; 36; 37].  
In the context of education, TAM has been applied to a huge range of purposes. For instance, [38] sought to measure clinical students' perceptions of simulation-based learning using TAM. Also, [39] developed a research model based on the TAM to evaluate the acceptance of mobile technologies among teachers. Moreover, [40] proposed a TAM based model to understand the motivational factors that influence acceptance of the open-source learning management system Moodle.  
In any case, the application of the TAM needs to be adapted to a technology or context. Therefore, specific variables related to social and psychological factors that influence user acceptance must be identified [41] to provide more consistent predictions of ICT use. In fact, TAM is often combined with other theories that support the inclusion of such variables [42]. Hence, TAM has been extended using external factors from other ICT theories depending on technological characteristics, target users, and context [43].  
One relevant limitation of the TAM that must be considered in the current study pertains to the omission of intrinsic motivations and social influence [15]. According to [44], the explanation of the TAM may be limited when ICT acceptance and use are not only to achieve tasks or procedures but also to fulfill emotional needs. In fact, some extensions of the TAM, such as TAM2 and TAM3, have been proposed to incorporate these needs in order to improve its predictive capacity.  
Additionally, since this study is linked, in part, with students' emotions regarding OSS acceptance, SDT has been used to identify the external variables that complete the acceptance model. This theory is focused on identifying the reason behind an individual's autonomy in the development of any type of activity [45]. Indeed, the combination of the TAM and Self-Determination Theory has been widely used by the literature in recent years [46; 47; 48], and the compatibility of both has been robustly demonstrated [49]. Following the foundations of both frameworks, the hypotheses will be shown in two groups: (1) related to the TAM and (2) related to SDT.