This study aims to explain the factors affecting students’ acceptance and usage of a lecture capture system (LCS) – ReWIND – in a Malaysian university based on the extended unified theory of acceptance and use of technology (UTAUT2) model. Technological advances have become an important feature of universities’ plans to improve the flexibility and accessibility in a learning and teaching environment. For private universities, which are market-driven, it is vital to assess if these technologies influence the perceptions and behaviour of their target beneficiaries.
The study is designed using a causal research design to examine the cause–effect relationship between the study variables. The study sample consists of 398 students selected via purposive sampling. Data are collected using a five-point Likert scale covering UTAUT2’s factors and variables featuring ReWIND’s acceptance and usage. Partial least squares-based structural equation modelling is used to analyse the data.
The findings show that performance expectancy, effort expectancy, social influence, facilitating conditions, price–value, hedonic motivation and habit have significant influence on students’ acceptance and usage of ReWIND.
This research examines the factors affecting students’ acceptance and usage of ReWIND in a Malaysian university. The main limitation of this study is that it focuses only on the factors highlighted in the UTAUT2 model.
The results provide a useful framework to the universities for the successful implementation of student-friendly technologies such as ReWIND to enhance their learning experience.
Responding to the need of studies validating the UTAUT2 model in the adoption and use of different technologies, this study contributes to the literature by extending the UTAUT2 into the context of LCS at a private university in a developing country.
Nair, P.K., Ali, F. and Leong, L.C. (2015), "Factors affecting acceptance & use of ReWIND: Validating the extended unified theory of acceptance and use of technology", Interactive Technology and Smart Education, Vol. 12 No. 3, pp. 183-201. https://doi.org/10.1108/ITSE-02-2015-0001
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