Several studies acknowledge social network use's effect on university students’ learning process and that effect's moderating role in e‐learning platform adoption. In line with Social Capital Theory, this study analyzes the differences in e‐learning platform adoption between users of a generic social network, linked to bridging social capital, and users of a study‐specific network, connected to the development of bonding social capital. The results show that a studies‐linked social network has a more significant moderating effect on the relation between some antecedents of intention to use and effective use of e‐learning platforms. Thus, this study advocates for the development and use of studies‐linked social networks as a factor favoring the adoption of e‐learning platforms.