Why students use social networks for education: Extension of UTAUT2

Gharrah, Ala’a Salameh Abu; Aljaafreh, Ali

doi:10.3926/jotse.1081

Cited by 25 publications

(26 citation statements)

References 26 publications

(46 reference statements)

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“…The findings of this study were however inconsistent with those of Huang and Kao (2015), Nguyen et al. (2014) and Abu-Garrah and Aljaafreh (2021), which found that habit significantly influenced the behavioural intentions of users to accept a system. With regards to price value, the findings of the current study are also inconsistent with studies of Moorthy et al.…”

Section: Discussioncontrasting

confidence: 99%

“…, 2012). This was also confirmed in a study by Abu-Gharrah and Aljaafreh (2021), which established that effort expectancy significantly influenced the behavioural intentions of users to accept a system such as blended learning in universities.…”

Section: Discussionsupporting

confidence: 56%

“…The above results are in line with findings from previous studies. Separate studies by Abu-Gharrah and Aljaafreh (2021) and Huang and Kao (2015) found significant relationships between the behavioural intentions of students and their eventual acceptance of blended learning as a learning mode. The results of the current study as well as of previous studies therefore demonstrate the importance of behavioural intentions in shaping the final decisions of students in universities to accept blended learning as a learning mode.…”

Section: Discussionmentioning

confidence: 97%

“…These findings are consistent with results of previous studies which found that once students view blended learning as useful, they will accept it in their academic studies. Abu-Gharrah and Aljaafreh (2021), Azizi et al. (2020), Chung et al (2020), Amparo (2021) and Abbas (2018) in their studies found that PE significantly influenced the behavioural intentions of students in universities to accept blended learning.…”

Section: Discussionmentioning

confidence: 99%

“…The main criticism of the UTAUT was that it was too cumbersome and failed to explain technology usage behaviour of users (Casey and Wilson-Evered, 2012) and hence the introduction of the UTAUT2 by Venkatesh et al. (2012) by including three more constructs, namely, hedonic motivation, price value and habit (Abu-Gharaah and Aljaafreh, 2021). Based on the conceptual and theoretical frameworks, a research model (Figure 1) was developed.…”

Section: Literature Review: Conceptual and Theoretical Frameworkmentioning

confidence: 99%

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Applying the UTAUT2 to predict the acceptance of blended learning by university students

Rudhumbu

2022

AAOUJ

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PurposeThe study applied the Unified Theory of Technology Acceptance and Use Theory 2 (UTAUT2) to predict blended learning acceptance by students in universities in Zimbabwe. Blended learning is a heterogeneous mode of teaching and learning that combines face-to-face (F2F) and online modes. Owing to advances in technology, and recently, the advent of pandemics, such as COVID-19, the need for multimodal teaching approaches, such as blended learning, to enhance access to education in universities has become very important.Design/methodology/approachA quantitative approach that used a structured questionnaire for data collection from a sample of 432 postgraduate students was used. Data validation was done using confirmatory factor analysis (CFA). The structural equation modelling technique was used for data analysis.FindingsResults showed that out of the seven factors of the UTAUT2, the factors such as performance expectancy, effort expectancy, social influences, facilitating conditions and hedonic motivation significantly and positively influenced the behavioural intentions of students in universities to accept blended learning. On the other hand, habit and price value did not significantly influence university students' behavioural intentions to accept the bended learning mode. It was further shown in the study that behavioural intentions significantly influenced the acceptance of blended learning by university students. In light of the above results, it was concluded that the UTAUT2 could be used to predict the acceptance of blended learning by university students.Research limitations/implicationsThe main study limitation was that it was only carried out at universities that had information and communication technology (ICT) infrastructure challenges owing to the fact that the economic situation in Zimbabwe is depressed. Limited ICT infrastructure in the universities might have had some impact on the nature of behavioural intentions of students to accept blended learning as a learning mode. Further research could be carried out in countries with better economies that are able to fund ICT infrastructures of their universities and to establish whether the results of the current study could either be confirmed, disconfirmed or enriched.Practical implicationsThe paper suggests that universities need to increase investment in ICT infrastructure as well as in capacitating students with the necessary ICT skills for the effective use of institutional ICT when learning using the blended learning mode. Without adequate and appropriate ICT infrastructure as well as necessary ICT skills, students may develop low motivation levels and negative attitudes towards blended learning, which may eventually may affect their acceptance of the learning mode.Originality/valueThere is no known study that has been conducted using the UTAUT2 to establish antecedents of behavioural intentions of students to accept blended learning in the context of Zimbabwean universities. This study therefore opens new ground on factors influencing the acceptance of blended learning in the context of Zimbabwean universities. Also, the results showed that habit and price value do not significantly contribute to the behavioural intentions of university students to accept blended learning, which is not consistent with findings of past studies. This inconsistency opens new opportunities for further studies on the conditions under which these two factors can be used to significantly contribute to the development of behavioural intentions of students to accept blended learning.

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