Investigating determinants of video-based learning acceptance

Abstract

Online videos have been considered an instructional media for various pedagogic and training approaches, such as the flipped classroom and open online courses. Video-based learning (VBL) has gained prominence by extending the opportunities for education of all socioeconomic levels and by removing geographical boundaries and time constraints. Despite the great potential of VBL and its promising early outcomes, little is known about what influences individuals to adopt video technologies. Building on adoption acceptance theories and on empirical e-learning studies, we propose an adoption model for VBL consisting of five independent factors and one dependent (behavioral intention to adopt VBL) factor. A survey of 260 learners, who have used instructional videos in the past six months, was used to measure their behavioral intention to adopt VBL and what aspects enable or inhibit use. The five-predictor model accounts for 74 % of explained variance in students’ intention to adopt VBL. In particular, results indicate that performance expectancy and computer self-efficacy have a positive effect on behavioral intention to adopt VBL. Additionally, effort expectancy and social influence positively impact performance expectancy, while computer self-efficacy is found to enhance effort expectancy and perceived behavioral control.