Web-based coding tools are widely accepted in computer science education. The use of these tools allows us to improve learning, but the requirement is to under-stand the factors that affect their acceptance. Carefully selecting technology that best suits the needs of the task will allow the optimal use of these tools in education. The purpose of this study is to develop a model that incorporates constructs of the Task-technology fit (TTF) model and the Expectation-confirmation model of IS continuance (ECM) to better understand the impact of the tool's suitability on the user's behavioral intention. The analysis was performed using the partial least squares approach to structural equation modeling. The results show a significant impact of task- technology fit factor on student satisfaction and their continuance intention. Consequently, this demonstrates that the proposed model is appropriate for understanding the acceptance of web-based programming tools in an educational context.