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<p>Information and communication technology (ICT) has transformed the education sector in now a day. Specifically, it enhanced teaching and learning processes, improved access to education, and facilitated communication and collaboration among students, teachers, and institutions. Therefore, it is imperative to comprehend the mechanics of using ICT by students in their studies. In light of this, we tested a model and combined it with the TTF and UTAUT2 theories. Data is collected from 601 students at Chinese universities using convenience sampling. The proposed structural model was evaluated using PLS-SEM technique. The findings reveal that task-technology fit, performance expectancy, technology self-efficacy, effort expectancy, hedonic motivation, price value, and habit positively influence students’ intention to use ICT. This model accounts for 82% of the variation in the purposeful use of ICT in educational settings. The findings of this study will broaden knowledge and enhance understanding of the dynamics and behaviors of intention to use ICT from the perspective of Chinese university students. This research contributes to a deeper understanding of the barriers and facilitators affecting ICT use in education, offering practical implications for policymakers and educational institutions aiming to leverage technology for improved educational practices.</p>

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What factors affect the intention to use information and communication technology? Perspectives of Chinese university students

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年6月18日

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  • Muhammad Farrukh Shahzad,
  • Shuo Xu,
  • Sundas Hanif,
  • Shahla Akram

摘要

Information and communication technology (ICT) has transformed the education sector in now a day. Specifically, it enhanced teaching and learning processes, improved access to education, and facilitated communication and collaboration among students, teachers, and institutions. Therefore, it is imperative to comprehend the mechanics of using ICT by students in their studies. In light of this, we tested a model and combined it with the TTF and UTAUT2 theories. Data is collected from 601 students at Chinese universities using convenience sampling. The proposed structural model was evaluated using PLS-SEM technique. The findings reveal that task-technology fit, performance expectancy, technology self-efficacy, effort expectancy, hedonic motivation, price value, and habit positively influence students’ intention to use ICT. This model accounts for 82% of the variation in the purposeful use of ICT in educational settings. The findings of this study will broaden knowledge and enhance understanding of the dynamics and behaviors of intention to use ICT from the perspective of Chinese university students. This research contributes to a deeper understanding of the barriers and facilitators affecting ICT use in education, offering practical implications for policymakers and educational institutions aiming to leverage technology for improved educational practices.