Understanding the role of perceived enjoyment, self-efficacy and system accessibility: digital natives' online learning intentions

Abstract

Purpose

This research aims to look at how students feel about taking online learning (OL) while studying in higher education institutions (HEIs) using an extended technology acceptance model (TAM). The study looked into the factors that influence students' decisions to use OL, which helps meet their individual needs beyond the confines of the traditional classroom.

Design/methodology/approach

A study of 284 students from the universities of Gujarat in India was conducted using a self-administered questionnaire. The partial least square-structural equation modelling (PLS-SEM) was used to analyse the study's test results.

Findings

The result of the study confirms that perceived enjoyment (PE) has a fully significant relationship with the behavioural intention to use online learning (IOL), whereas self-efficacy (SE) is partially supported and system accessibility (ACC) has an insignificant impact on the IOL.

Research limitations/implications

Though the study focussed on the TAM to analyse the proposed model, future studies should address other constructs like ICT infrastructure, perceived behavioural control, experience, etc.

Originality/value

This research identified the key variables of students' intention to adapt to OL and offered a path to encourage higher education students to use online education as a classroom alternative. Educators in Indian administrative positions can better facilitate OL adoption amongst their student bodies by developing a keener awareness of students' goals and the factors influencing their views on the topic.

Citation

Bagdi, H. and Bulsara, H.P. (2023), "Understanding the role of perceived enjoyment, self-efficacy and system accessibility: digital natives' online learning intentions", Journal of Applied Research in Higher Education, Vol. 15 No. 5, pp. 1618-1631. https://doi.org/10.1108/JARHE-09-2022-0302