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Student behavioural intentions to use desktop video conferencing in a distance course: integration of autonomy to the UTAUT model

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Abstract

The aim of this study was to examine psychological factors which could influence acceptance and use of the desktop video conferencing technology by undergraduate business students. Based on the Unified Theory of Acceptance and Use of Technology, this study tested a theoretical model encompassing seven variables: behavioural intentions to use desktop video conferencing, performance expectancy, effort expectancy, general social influence, peer social influence, facilitating conditions and autonomy. Data were collected on a sample of 177 undergraduate business students in a compulsory information system distance course using an online questionnaire. The results indicate that the main drivers of the behavioural intentions to use desktop video conferencing are, in order of importance: performance expectancy, facilitating conditions, general social influence and autonomy mediated by performance expectancy (R 2 = 50.5 %). The structural model was further examined across gender and age groups. The results indicated different patterns of strength and significant relationships between groups and with the overall model, suggesting that gender and age played a moderating role. The discussion focused on the most important factors to consider by administrators and faculties in higher education when they come to implement desktop video conferencing in online academic courses.

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  1. Faculty of Business Administration, Laval University, Pavillon Palasis-Prince, Quebec City, QC, G1V 0A6, Canada

    Sawsen Lakhal, Hager Khechine & Daniel Pascot

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  1. Sawsen Lakhal
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Lakhal, S., Khechine, H. & Pascot, D. Student behavioural intentions to use desktop video conferencing in a distance course: integration of autonomy to the UTAUT model. J Comput High Educ 25, 93–121 (2013). https://doi.org/10.1007/s12528-013-9069-3

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