Investigating the factors affecting educators’ adoption of learning analytics using the UTAUT model
International Journal of Information and Learning Technology
ISSN: 2056-4880
Article publication date: 7 June 2024
Issue publication date: 11 June 2024
Abstract
Purpose
The research aims at examining educators’ perceptions, attitudes and behavioral intentions toward learning analytics (LA) and the role of self-instruction within the proposed model for LA adoption.
Design/methodology/approach
A quantitative approach is utilized in which a questionnaire is designed as a tool for data collection and partial least squares structural equation modeling (PLS-SEM) is used for data analysis and model testing.
Findings
Results show that performance expectancy and effort expectancy have a significant effect on educators’ attitudes, which in turn significantly affect educators’ behavioral intentions. Self-instruction mediates the relationship between educators’ attitudes and behavioral intentions. The attitude towards LA mediates the relationship between LA performance expectancy and educators’ self-instruction. The research model explains 54% of the variance in learning analysis adoption.
Originality/value
Findings open a path for research on pedagogical factors affecting LA adoption and guide education managers toward facilitating LA adoption. The tested model contributes to LA and teaching and learning literature by highlighting the role of educators’ self-instruction in LA adoption.
Keywords
Citation
El Alfy, S. and Kehal, M. (2024), "Investigating the factors affecting educators’ adoption of learning analytics using the UTAUT model", International Journal of Information and Learning Technology, Vol. 41 No. 3, pp. 280-303. https://doi.org/10.1108/IJILT-06-2023-0102
Publisher
:Emerald Publishing Limited
Copyright © 2024, Emerald Publishing Limited