Key factors influencing digital learning adoption among cambodian university students: An integrated theoretical approach

 

ARTICLE INFO Keywords: Digital learning platforms Technology adoption Motivation Expectancy-value theory Self-determination theory Cambodia

ABSTRACT This study investigates the factors influencing the adoption of digital learning platforms among university students in Cambodia, integrating multiple theoretical frameworks: the Technology Acceptance Model (TAM), Unified Theory of Acceptance and Use of Technology (UTAUT), and Self-Determination Theory (SDT). Conducting a cross-sectional survey with 369 students from various institutions, this study employed partial least squares structural equation modelling (PLS-SEM) to analyze the data. The findings revealed significant connections among motivational factors, perceived ease of use, usefulness, and subsequent adoption behaviours. This study contributes significantly to the global discourse on digital education, particularly from the perspective of a developing country, at a pivotal point in its educational evolution in the digital age. This highlights the importance of enhancing intrinsic and extrinsic motivations among students to improve the adoption and effective use of digital learning resources, offering practical recommendations for educational stakeholders in Cambodia and similar contexts.

1. Introduction Rapid technological advancement has instigated profound transformations across multiple sectors, with education in developing countries experiencing particularly notable shifts. Digital learning platforms have become pivotal to educational reforms as tools for technological integration and catalysts for broader sociocultural and pedagogical changes. Cambodia is a compelling case study that offers unique insights into adapting educational practices within specific socioeconomic and cultural frameworks. This study explores Cambodia’s progression toward digital educational engagement by focusing on the complex interplay of attitudes, motivations, and sociocultural dynamics that drive this transformation. The existing literature predominantly focuses on developed countries, often overlooking the unique challenges and opportunities in developing contexts like Cambodia. Traditional models, such as TAM and the Unified Theory of Acceptance and Use of Technology (UTAUT), emphasize usability and utility but often fall short in culturally diverse educational settings where motivational factors play a significant role. There is a need for a more nuanced understanding that integrates these traditional models with motivational theories to better capture the factors influencing technology adoption in such contexts. Current studies broadly examine digital learning adoption in developed countries, leaving a gap in understanding how these processes unfold in developing nations with different socioeconomic and cultural dynamics (Han & Shin, 2016; Tarhini et al., 2015). Traditional acceptance models like TAM and UTAUT do not fully incorporate motivational aspects, which are crucial for understanding technology adoption in educational settings. Integrating these models with Self-Determination Theory (SDT) is necessary to capture intrinsic and extrinsic motivational factors (Deci & Ryan, 2000; Ryan & Deci, 2000). Also, existing studies often lack the contextual specificity needed to address countries like Cambodia’s unique cultural and technological environments. This research examines Cambodian students’ attitudes toward digital learning platforms and assesses how they influence their adoption while also evaluating the mediating effects of personal motivation on the Technology Acceptance Model (TAM). Additionally, the study aims to refine conventional technology acceptance models better to capture the nuances of the Cambodian educational context, addressing both the practicalities of technology use and the integration of motivational aspects essential for a holistic understanding of technology adoption. The selection of Cambodia as a focus of this study is motivated by its rich cultural heritage and intricate

historical context, which provides a fascinating backdrop for examining the impact of digital education. Recent studies have enhanced traditional models by incorporating Self-Determination Theory (SDT) elements to better understand motivational influences on technology acceptance in higher education contexts (Alowayr & Al-Azawei, 2021; Sophea et al., 2021). This study examined the factors influencing the adoption of digital learning platforms in Cambodia, mainly focusing on the perceived ease of use, usefulness, and the role of social and motivational influences. The objectives of this study are to analyze Cambodian students’ attitudes towards digital learning platforms, assess the impact of personal motivation on the Technology Acceptance Model (TAM) in the Cambodian context, refine existing technology acceptance models by incorporating motivational aspects to better understand technology adoption in culturally diverse educational settings, and provide actionable recommendations for educators, policymakers, and technologists to enhance the adoption and effective use of digital learning technologies in developing countries. The key research question guiding this study is: What are the attitudes of Cambodian students towards digital learning platforms, and how do personal motivations influence their adoption? This central question, along with others, aims to investigate how these factors collectively shape students’ attitudes and behaviors towards digital learning technologies in the Cambodian educational landscape, providing insights that can inform educational strategies and technology implementation in similar developing contexts. This study contributes to the global discourse on digital education by offering a culturally sensitive understanding of technology adoption. It highlights the transformative potential of digital platforms in shaping the future of education in Cambodia, providing insights that could inform similar initiatives in other developing contexts. The findings are expected to benefit educators, policymakers, and technologists by presenting actionable recommendations for enhancing the adoption and effective use of digital learning technologies in culturally diverse settings. 1.1. Adopting digital learning platforms in Cambodia Adopting digital learning platforms in Cambodia’s educational framework presents a significant area for scholarly investigation, mainly when analyzed through technology adoption models, such as the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT), alongside motivational theories, such as Self-Determination Theory (SDT). These platforms have become crucial in enhancing educational delivery in universities across developing countries and creating unique and effective learning environments. Recent studies have provided a broader perspective on the critical factors influencing the adoption of digital learning platforms. For instance, integrating digital libraries in higher education institutions has seen substantial support from the Ministry of Education, Youth, and Sports in Cambodia, promoting scholarly journals as a step toward digital transformation in the educational sector (Chealy et al., 2022). Additionally, the rapid adoption of digital tools in higher education, driven by the COVID-19 pandemic, offers a unique opportunity to enhance Cambodia’s educational framework (Heng & Doeur, 2022). Performance expectancy, effort expectancy, and social influence are pivotal in adopting digital platforms, as detailed in recent extensions of the UTAUT model, which now includes variables such as online course design and perceived system quality (Zhu et al., 2023). These models help understand technological acceptance in diverse educational settings, further affirmed by Bajunaied et al. (2023), who highlighted the importance of adapting these models to specific educational technologies and cultural contexts. On the motivational front, SDT focuses on autonomy, competence, and relatedness, emphasizing intrinsic motivation as essential for the successful adoption and sustained use of educational technologies (Ryan & Deci, 2000, 2017). This theory is crucial for understanding the motivational underpinnings that drive educators and students to engage with digital platforms, thus en

1.2. Theoretical foundations This research explores the adoption of digital learning platforms in Cambodia through a refined theoretical lens, focusing on the tailored integration of motivational and acceptance models. The study employs the Technology Acceptance Model (TAM) introduced by Davis (1989) and the Unified Theory of Acceptance and Use of Technology (UTAUT) by Venkatesh et al. (2003) while incorporating motivational insights from Self-Determination Theory (SDT) by Deci and Ryan (1985, 2000). This combination was selected to address the intrinsic and extrinsic motivations influencing students’ acceptance and usage of technology alongside traditional usability factors. The integrated framework in this study adopts a holistic approach by combining the focus of TAM on usability (ease of use and usefulness), the broader contextual factors from UTAUT (social influence and facilitating conditions), and the motivational insights from SDT (intrinsic and extrinsic motivations). This comprehensive framework examines the functional aspects of technology adoption and delves into the psychological and contextual factors that influence user behavior. Furthermore, integrating these theories allows for the model to be adapted to the Cambodian context, addressing both the technological and cultural specificities of this environment. This contextual adaptation ensures that the findings are relevant and actionable for stakeholders in Cambodian education. The TAM is foundational in explaining how perceptions of ease of use and usefulness directly influence user acceptance and subsequent technology usage (Davis, 1989). UTAUT extends this model by integrating additional elements, such as social influence and facilitating conditions, enhancing its applicability across different demographic and cultural contexts (Venkatesh et al., 2003). Both models have been robustly validated, including in diverse cultural settings similar to Cambodia, underscoring their relevance in this study (Venkatesh & Davis, 2000; Wong et al., 2012). To enrich understanding of the motivational dimensions of technology adoption, SDT is integrated, distinguishing between intrinsic motivations (driven by personal interest and satisfaction) and extrinsic motivations (influenced by external rewards or pressures). SDT has been shown to complement TAM and UTAUT effectively by providing deeper insights into the psychological factors that can facilitate or hinder technology adoption (Deci & Ryan, 2000; Ryan & Deci, 2000). The relevance of SDT is particularly significant in educational settings, where motivation plays a crucial role in adopting and effectively using learning technologies (Ahmad et al., 2020; He & Li, 2023). Therefore, the inclusion of SDT addresses a critical aspect of technology adoption, as purely functional models, such as TAM and UTAUT, may overlook the role of student motivation. This is especially pertinent in the Cambodian context, where educational technology is a tool for enhancing learning efficiency and a potential motivator for student engagement and participation. Research in similar contexts has highlighted the importance of aligning technology with students’ motivational and functional needs to ensure higher acceptance rates (Al-Nuaimi & Al-Emran, 2021; Grani´c & Maranguni´c, 2019). By harmonizing these theories, the framework investigates how perceived ease of use and usefulness impact technology adoption and how B. Ly et al. Computers in Human Behavior Reports 15 (20