Validation of the UTAUT Model: Re-Considering Non-Linear Relationships of Exogeneous Variables in Higher Education Technology Acceptance Research

Abstract

Over the years, The Unified Theory of Acceptance and Use of Technology (UTAUT) has served many researchers in unravelling technology acceptance intentions. What has become a chasm in the literature has been the seeming exclusion of non-linear relationships of UTAUT exogeneous variables (Performance Expectancy, Effort Expectancy, Social Influence and Facilitating Conditions) in model formation and the overall determination of construct predictive relationships. Secondly, there is a dearth in technology acceptance research in distance-based higher education settings. In an attempt to bridge these gaps, this study adopted the UTAUT model and utilized the Partial Least Squares approach to evaluate a combined linear and non-linear relationships based UTAUT model. The survey design was employed in which a questionnaire was used to obtain data from a sample of 267 respondents (tutors) from a distance-based higher education milieu with a countrywide distribution. Results obtained indicated that non-linear relationships exist between exogeneous factors to better explain constructs' behaviour in the model. A new relationship between facilitating condition and social influence was also discovered. The study thus concluded that in technology acceptance research, there is the need to include non-linear relationships in the UTAUT model to augment the predictive effects and explanations of the constructs' relationships. It further recommended a comparative analysis between a proposed comprehensive UTAUT model with non-linear relationships and moderators to the original UTAUT model for further empirical analysis. This is to compare results in terms of coefficient of determination (R 2 ) and predictive relevance (Q 2 ).

LMS-enabled blended learning utilization in distance tertiary education: establishing the relationships among facilitating conditions, voluntariness of use and use behaviour

“…This is a novel finding to contribute to existing literature. The finding shows that if facilities are available for LMS-enabled blended learning uptake, it makes usage perception favourable towards easiness (Bervell & Umar, 2017a, b;Tan, 2013;Attuquayefio & Addo, 2014). The perceived easiness creates in tutors the willingness to try out LMS technology for their pedagogical and andragogical purposes.…”

“…This has a rippling effect on how potential users and even experienced users utilize technological systems. In their studies, Attuquayefio and Addo (2014), Tan (2013), Venkatesh, Thong, and Xu (2012) as well as Bervell and Umar (2017a, b), had a positive and significant relationship between the two variables explaining that the environment created within an organizational framework for technology uptake provides a proxy that has a direct control over usage behaviour. The study thus proposes that:…”

“…Course tutors' access to available human and technological assistance towards the system for blended learning has a potential effect on how they will put the system to use. The existence of adequate resources makes it easier for new technological systems to be used (Bervell & Umar, 2017a, b). This has a rippling effect on how potential users and even experienced users utilize technological systems.…”

“…Tertiary education is seen as a useful means of preparing human resource for countries all over the world (Bervell & Umar, 2017a, b;Nyerere et al, 2016). Graduates from tertiary institutions are seen as the basis of a country's formal human resource development for the employment sector (Bervell & Umar, 2017a, b;Nyerere et al (2016). In view of this, tertiary education is of high demand worldwide.…”

“…In view of this, tertiary education is of high demand worldwide. As a result of this, most tertiary institutions are handicapped in terms of physical infrastructure, personnel and As indicated by Bervell and Umar (2017a, b), LMS have been implemented in countries such as Kenya, Tanzania, Uganda, Ghana, Nigeria, South Africa, to mention but a few (Elmahadi & Osman, 2013;Mayoka & Kyeyune, 2012;Mtebe & Raisamo, 2014;Unwin et al, 2010). As far back as 2013, Adkins (2013) indicated that the growth of LMS usage in African higher educational institutions will be at 15% per annum by the year 2016.…”