Determinants of digital learning acceptance behavior: A systematic review of applied theories and implications for higher education

Abstract

Purpose

The purpose of this paper is to review existing literature on users’ digital learning acceptance behavior and to identify gaps in the current body of knowledge and suggest future research directions. The paper also includes identification of motivating as well as inhibiting factors previously explored by academicians in the acceptance of digital learning.

Design/methodology/approach

The systematic literature review based on PRISMA methodology was conducted, and 200 articles from peer-reviewed journals on digital learning acceptance behavior using technology adoption theories were examined.

Findings

The study found an overall rise in the number of papers published yearly during 2002–2017. Most of the studies were published in two journals, i.e. Computers & Education and Computers in Human Behaviour and were carried out in Asia followed by Europe, North America, Africa, Oceania and South America. It was also noted that most of the studies have used the technology acceptance model and were empirical in nature. The study also found that prominently students’ digital learning acceptance behavior was investigated. The review also indicates a lack of qualitative and mixed method (qualitative and quantitative) approaches to study digital learning acceptance behavior.

Practical implications

The study identified gaps in the current body of knowledge by reviewing published articles that will suggest future directions for further research. The top three determinants of digital learning acceptance that have been analyzed were the behavioral intention, perceived usefulness and perceived ease of use, followed by attitude and user behavior. The study articulates the implications for providers in marketing digital learning products, for higher education institution in expanding digital content, for students seeking digital education tools, for educators in motivating students to accept digital learning and for governments in delivering cost-effective public education by utilizing digital learning.

Originality/value

The paper analyzes 200 publications on digital learning acceptance through technology adoption theories. To the best of the authors’ knowledge, this is the first initiative to provide systematic and exhaustive summarization of the knowledge in this subject. It further explores the various factors influencing digital learning adoption behavior and provides avenues for future research. The paper is useful for researchers working on digital learning acceptance behavior.

Citation

Kaushik, M.K. and Verma, D. (2020), "Determinants of digital learning acceptance behavior: A systematic review of applied theories and implications for higher education", Journal of Applied Research in Higher Education, Vol. 12 No. 4, pp. 659-672. https://doi.org/10.1108/JARHE-06-2018-0105