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The purpose of this study is to examine the acceptance factors of e-learning among students in high schools. In this study, researchers used a combination of system acceptance models, namely UTAUT2 and TOE. The UTAUT2 framework is used to explore technology acceptance from the context of individual behavior, while TOE is used to understand technology acceptance from the organizational context based on the perspective of students, as it results in a better choice to anticipate the relationship between the acceptance of technological innovation in high schools.

This study used quantitative methods. The sample in this study amounted to 212 people who were high school students who had just tried using SIDEK-Edu. This study uses Partial Least Square-Structural Equation Modeling (PLS-SEM) to analyze the measurement model and structural model with WarpPLS version 6 software.

Based on the results of the tests carried out, out of a total of 16 hypotheses, 6 hypotheses were accepted and 10 hypotheses were rejected. Research findings from the individual context show that performance expectancy, social influence, and learning value have a positive and significant effect on behavioral intention to use SIDEK-Edu innovation technology. Furthermore, judging from students' perceptions in the organizational context, only relative advantage has a positive and significant effect on behavioral intention, while compatibility, ICT resources, and competitive pressure do not.

The limitations of this research are that this research uses a homogeneous sample of high school students, this research only focuses on the high school level, this research is limited to the dominant variables in measuring the acceptance of SIDEK-Edu innovation technology.

Input to the high school, both the organization, teachers, and also decision makers in the organization. This makes it easier for all parties to design and implement the system they have so that it is as expected, In addition, the existence of SIDEK-Edu also provides a new learning method experience in learning accounting which is very beneficial for high school students, especially vocational high school.

SIDEK-Edu is a new innovative technology to research and is an LMS that focuses on accounting learning (theory room and practice room in one learning media). In addition, the model used in the study is a combination of models (UTAUT2-TOE) to indentify e-learning acceptance.

The aim of this paper is to explore the relationship between perception of service quality, student satisfaction, switching barriers on behavioural intentions among private higher education institutions (HEIs) with self-accreditation status in Malaysia.

A total of 388 valid questionnaires were collected via a self-administered questionnaire from the undergraduate students of private HEIs with self-accreditation status in Malaysia. PLS-SEM has been employed for hypotheses testing.

The results show that student perceived service quality is positively influence student satisfaction and student behavioural intentions, particularly the positive word-of-mouth (WOM). The relationship of student perceived service quality and student behavioural intentions is fully mediated by student satisfaction. However, there is no mediating effect found for the switching barriers on the relationship between student satisfaction and behavioural intentions.

This study's findings are only generalizable to the private HEI with self-accreditation status in Malaysia. The paper contributes to the body of knowledge in the areas of service quality, satisfaction, switching barriers and behavioural intentions. These findings provide valuable insight to the private universities management and policymakers to improve existing policies and practices in order to formulate effective strategies to attract potential new students and retain the existing students through the delivery of high-quality services.

This study's findings have reconfirmed that the causal relationship of perceived service quality-satisfaction-behavioural intentions model. Switching barriers has treated as the mediator which received less attention in the context of private higher education sector. Thus, this study broadens the exiting body of knowledge and advances the understanding of how switching barriers play a crucial role by influencing students' behavioural intention, particular WOM.

The 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.

A 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.

Results 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.

The 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.

The 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.

There 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.

The purpose of this paper is to combine task-technology fit, theory of planned behaviour and individual technology optimism, and propose a better hybrid technology behavioural intention model to explain Taiwanese students’ usage behaviour for weblog learning.

A 31-item questionnaire with eight constructs was administered to undergraduate and graduate students enrolled in three universities in Taiwan. A total of 380 voluntary, usable responses were received, and a research model estimated using Smart PLS was used to interpret the structural relation results.

The results of the research model were analysed using a structural equation modelling approach to test six hypotheses and three moderating hypotheses; significant support were found for seven of them. Accordingly, this study considered the level of technology optimism as a moderator to explore whether it impacts perceived behavioural control, attitudes and social influences on behavioural intention related to weblog learning.

This research provides a better understanding of individual and system characteristics, as well as social factors regarding weblog learning system acceptance and intention.

The purpose of this paper is to understand business students' intention to behave ethically in general, and in particularly in the business context of a developing country, India.

The paper surveyed 250 final semester MBA students from different business schools in Indore city of Madhya Pradesh in India. The study employed the most popular behavioural theory, the Theory of Planned Behaviour (TPB) to understand the intention of business students to behave ethically. Structural equation modelling was used to analyse direct effects of the constructs on behavioural intention, and the overall model.

Findings revealed that attitude, subjective norm and perceived behavioural control are positively related and have strong influence on ethical behavioural intention of business students. All constructs together explain 67 percent variance in intention. Attitude alone contributes 46 percent in explaining variance in ethical behavioural intention.

Business ethics field can benefit from this study as it provides an empirical explanation of the contribution of each factor that is, attitude, subjective norms and perceived behavioural control, in ethical behavioural intention of business students. This is directly beneficial for business schools and for education policymakers as the information can help policymakers to understand the potential of existing business ethics education. This study is limited to a data set of 250 business students in the context of a single country which cannot be generalized. So, there is need for research of this type in a more collaborative international context.

To the best of my knowledge, this is the first study in the Indian context to predict the intention of business students to behave ethically, using the TPB model. This study contributes valuable knowledge to the domain of business ethics, behavioural studies as well the field of business education, and suggests to explore ways to strengthen the three constructs attitude, subjective norm and perceived behavioural control, as these constructs were found to have a strong influence in forming ethical behavioural intention of business students of business schools in India.

The purpose of this paper is to investigate factors affecting university students’ participation in discussion forum of electronic learning platforms of teacher–student interaction.

One-stage cluster sampling was used and a cross-sectional survey of 113 university students from four courses was done.

A combined model based on United theory of Acceptance and Use of Technology (UTAUT) and DeLone and McLean models serves as a research framework. Female and male students’ behavioral intentions were affected by different factors. System quality affects male students’ behavioral intention and information quality affects female students’ behavioral intention. Social influence affects female students’ behavioral intention but male students. Men are more focused on the hardware and women are more focused on the content of the message.

The research is limited by the nature of university students. User experience and underlying perceived risk are possible moderators. Dyad approach could be considered. One way to enhance students and teachers’ academic discussion is to establish a closed university social media site. The site should be made mobile-friendly with chatbot included.

The results support the validity of the proposed new research framework on e-learning platform by the constructs coming from two established models: UTAUT model and DeLone and McLean’s model. Factors affecting intention and use behavior in discussion forum are different for male and female students. System quality affects male students’ behavioral intention, while information quality affects female students’ behavioral intention. Social influence affects female students’ behavioral intention but not male students.

The purpose of this paper is to investigate tertiary students’ acceptance of digital game-based learning (DGBL). Specifically, it investigated the influence of learning motivation, enjoyment, and perceived usefulness on students’ behavioral intention to play an information literacy (IL) game.

In total, 150 tertiary students were recruited to play an IL game, and fill in a survey questionnaire. Multiple linear regression was performed.

Results indicated that attention, satisfaction, affective enjoyment, and perceived usefulness were significant determinants for the behavioral intention to play IL games. However, relevance, confidence, cognitive enjoyment, and behavioral enjoyment were not found to predict their behavioral intention.

The authors did not consider other factors in the hypotheses, such as the mediating effects of enjoyment on behavioral intention, and the influence of students’ individual characters such as learning styles or personalities on their behavioral intention of using DGBL. Further, the IL game used in the study, Library Escape, may reduce generalizability of the results. The study used self-reported attitudinal data from survey questionnaires, while behavioral data were not considered.

The results showed that pedagogical features, enjoyment factors, and perceived usefulness remain critical in the uptake of IL games by students. Further, the study demonstrated that instead of behavioral or cognitive dimensions of enjoyment, players are more concerned with affective enjoyment. Hence, developing DGBL with affective features should be pursued.

By taking into consideration both pedagogical and gameplay characteristics of DGBL to explain students’ acceptance of IL games, this study integrates and extends previous studies in the context of IL games. Additionally, instead of using perceived enjoyment as a single dimensional construct, this study adopted a multifaceted, more nuanced perspective on the perceived enjoyment of DGBL.

The authors investigated whether remote learning and its associated factors affect students’ adoption of Zoom, Microsoft Teams, Blue Jeans and other conference applications.

The study used a quantitative design; data were collected by surveying B-school students in Hyderabad using a questionnaire prepared adopting the validated scales. About 33 items were used to measure nine reflective constructs: remote learning, performance expectancy, adoption behavioral intention, institutional support, ecological acceptance, habit formation, hedonic motivation, attitude towards conference apps and social influence. The exploratory and confirmatory factor analyses were carried out, and hypotheses were tested using IBM SPSS and AMOS version 28.

A 61% variance in students’ adoption behavioral intentions and a 37% variance in students’ attitude towards conference apps are accounted for by remote learning, performance expectancy, institutional support, ecological acceptance, habit formation, hedonic motivation and social influence. The exogenous constructs of institutional support, environmental acceptance, habit formation and social influence are statistically significant and influence students’ adoption and behavioral intentions toward conference applications. The attitude towards conference apps fully mediated the relationship between students’ adoption behavioral intentions and performance expectancy. However, the constructs of environmental concern, social influence and habit formation are partially mediated. This study provides empirical evidence that attitude towards conference apps, environmental acceptance, performance expectancy, institutional support, habit formation and social influence are the key predictors of remote learning and students’ adoption of and conference applications.

This study was limited to the B-schools of Hyderabad city, an Indian metro. To encourage students to adopt remote learning through conference apps, academicians should appropriately illustrate the idea of remote learning. To enable students to learn while on the go, educational institutions should offer intuitive applications with enhanced reading layouts. Second, since internet access is required for remote learning, this study is crucial for service providers. To make it simpler to obtain educational resources, the internet should be more widely accessible. Third, since technology is linked to remote learning, this type of study is essential for the education sector since devices need to be developed.

The pandemic has caused restructuring of the educational system, necessitating new strategies for distance and virtual learning for teachers. In the future, teachers will adopt techniques centered around the use of virtual platforms, social media and video production. The government should establish sufficient infrastructure to facilitate online education and assist instructors in becoming more knowledgeable and proficient in the use of technology, especially when creating, executing and assessing online instruction.

The purpose of this study is to determine how beneficial it is to use online/remote learning with Zoom, BlueJeans, Microsoft Teams and other conference software in particular. Both the online/remote learning method itself and the learners' capacities and capabilities for adjusting to new normal scenarios should be developed in educational environments.

Building Information Modeling (BIM) competitions are a beneficial approach to enhance BIM education, offering students practical experience in BIM application, including mastering workflows and technical tools. However, research exploring the individual perceptions influencing participation intentions and behaviors in BIM competitions is limited. Therefore, this study aims to investigate the factors affecting university students' behavioral intention and behavior in BIM competitions, providing theoretical support for BIM competitions and educational reform.

This study employs the Structural Equation Modeling (SEM) based on the Unified Theory of Acceptance and Use of Technology (UTAUT) framework to analyze the factors influencing BIM competition participation among 970 Architecture, Engineering, and Construction (AEC) university students.

The results of the study show that social influence, attitude, and self-efficacy play critical roles in shaping students' intentions to participate in BIM competitions. Furthermore, self-efficacy, facilitating conditions, and behavioral intention significantly influence students' actual engagement in such competitions. Surprisingly, effort expectancy negatively influences intentions, as less challenging tasks can lead students to perceive their participation as less impactful on their skills and learning, reducing their behavioral intention to participate.

This research provides valuable insights into the effectiveness of BIM competitions in enhancing BIM education for AEC students. Extending the UTAUT model to include self-efficacy and attitude, provides a novel perspective for understanding students' intentions and behaviors regarding BIM competitions. The study’s theoretical support proposes incorporating BIM competitions to augment BIM teaching methods and offers suggestions for advancing the efficacy of students' involvement in BIM competitions within higher education, thus contributing to educational reform in the AEC sector.

The study aims to investigate students' attitudes toward using technology for micro-credential programs (MCPs) and their behavioral intention toward using MCPs for learning and enhancing their skills. The study also intends to investigate the moderating influence of labor market conditions (LMC).

A closed-ended questionnaire is employed to collect data from 474 participants through a convenience sample, from the university students in Karachi. Two theoretical frameworks are used in the study: technology acceptance model (TAM) and self-determination theory (SDT). The partial least squares structural equation modeling (PLS-SEM) technique is used to analyze data.

Findings reveal significant and positive relationships between all variables, except controlled motivation (CM) and perceived challenges. Moreover, the moderation results ascertain that the labor market does not moderate the relationship between attitude toward using technology for MCPs and students' behavioral intention toward using MCPs for learning.

The study seeks to understand students' attitudes and behavioral intentions toward using technology for MCPs. Also, the moderating effect of LMC is highlighted in understanding the impact of the attitude to use technology (AT) for MCPs and behavioral intentions in higher educational institutions (HEIs) in Pakistan. The study highlights intuitive practical implications for students of HEIs, universities and digital credential program providers.