The purpose of this study is to apply the Technology Acceptance Model to identify the determinants affecting students' behavioural intentions when it comes to using micro-lectures. The conceptual framework included three antecedents of behavioural intentions -- perceived usefulness of micro-lectures; perceived ease of use of micro-lectures; and user satisfaction. Moreover, the four first-order constructs of content richness, user satisfaction, vividness and self-efficacy were incorporated into the framework based on the theoretical construction. Employing a structural equation modelling approach, the hypothesised model was validated empirically using data collected from China. This study examines two factors (perceived usefulness of micro-lectures and user satisfaction in terms of micro-lectures) related to learners' behavioural intentions to continue using micro-lectures. Additionally, micro-lecture compatibility, micro-lecture self-efficacy and the vividness of micro-lectures emerged as critical predictors of the perceived usefulness of micro-lectures. The findings provide practical implications for educators and micro-lecture learning system developers.