An integrated approach using social support theory and technology acceptance model to investigate the sustainable use of digital learning technologies.

Publisher: Nature Publishing Group Country of Publication: England NLM ID: 101563288 Publication Model: Electronic Cited Medium: Internet ISSN: 2045-2322 (Electronic) Linking ISSN: 20452322 NLM ISO Abbreviation: Sci Rep Subsets: MEDLINE

Original Publication: London : Nature Publishing Group, copyright 2011-

Social Support* ; Students*/psychology; Humans ; Male ; Female ; Young Adult ; Surveys and Questionnaires ; Educational Technology/methods ; Universities ; Adult ; Learning ; Intention ; Digital Technology

The present study explored the determinants influencing students' intentions towards utilizing digital learning technologies (DLTs). It proposes a holistic view model for students' utilization of digital learning technologies by integrating social support theory and the "Technology Acceptance Model" (TAM). Data were gathered from 262 students of the University of Ha'il through utilizing a questionnaire. Two steps in SEM were applied for data analysis: CFA was employed to develop the model measurement, and SEM was conducted to analyze the relationships between constructs. The results revealed that "Educational Support" (EDS) significantly affected students' "behavior intention" (BI) to utilize digital learning technologies through perceived usefulness (PU) (EDS→PU: β = 0.338, p < 0.05). Furthermore, "Emotional support" (EMS) significantly affected behavioral intention through both "perceived ease of use" (PEU) and PU (EMS→PEU: β = 0.635, p < 0.05; EMS→PU: β = 0.310, p < 0.05). Surprisingly, students' "perceived ease of use" (PEU) did not affect digital learning technologies' "perceived usefulness" (PU) (PEU→PU: β = 0.195, p > 0.05). The present study contributes to a refined understanding of how educational and emotional support influence students' receptivity towards and engagement with learning technologies. Thus, institutions and universities should enhance their students' educational and emotional support to facilitate the successful utilization of digital learning technologies. Furthermore, the study revealed that PU and PEU affected students' intentions to utilize DLTs. Thus, PU and PEU can enhance the utilization of digital learning technologies. This study provides practical implications that educational institutions and universities could apply to achieve successful usage of these digital learning technologies.
Competing Interests: Declarations. Competing interests: The authors declare no competing interests. Institutional review board statement: This study has been reviewed and approved by the research ethics committee at the University of Hai’l (No. H-2024-009), “and all methods were performed in accordance with the relevant guidelines and regulations”. Informed consent: Informed consent was obtained from all subjects involved in the study.
(© 2024. The Author(s).)

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Keywords: Digital learning technology; Educational support; Emotional support; Social support theory; TAM

Date Created: 20250103 Date Completed: 20250103 Latest Revision: 20250105

20250105

PMC11697077

10.1038/s41598-024-83450-z

39747988