Investigating E-Readiness and Factor Affecting the Acceptance of Digital Learning Among the Students of Kathmandu Valley: An Application of Technology Acceptance Model

Abstract

The application of digital technology has become the most essential tool which impacts human life in every aspect. Also, in education it provides a platform to support teaching-learning activities since numerous studies have indicated that use of technology can improve educational performance. The motivation for this research was to investigate the current state of practices of using digital learning tools and also to determine the factors affecting acceptance of digital learning tools among the students studying at different levels in Kathmandu valley (includes 3 districts: Kathmandu, Lalitpur, and Bhaktapur), Nepal. The research was conducted with the response of 384 students studying at different levels in Kathmandu Valley with the research instrument as a quantitative approach of questionnaire survey. The result of the data analysis revealed that almost all (97%) of the students had at least a digital device (desktop computer, laptop or smartphone) that be used for digital learning purpose and were connected to the internet through different medium. Most of the educational institutions are sufficiently ready with 62% of equipped with digital tools, 85% having their own websites and more than 59% had ICT curriculum and proper ICT lab. Also, 45% of them suggest requirement of enhance computer skill among teachers. Stability and reliability of internet access and frequent power cut of electricity found to be major challenge while implementing digital learning as suggested by more than 70% respondent. However, Technology Acceptance Model (TAM) was used to examined the factors affecting how students come to accept and use technology. Different statistical analyses were performed to investigate the significance of considered factors that may impact the digital learning practices among students. The result revealed that social influence, accessibility, computer self-efficacy, infrastructure, and enjoyment have a significant positive affect on perceived ease of use of the digital learning system. Furthermore, social influence, accessibility, computer self-efficacy, infrastructure, and enjoyment were also found to have a positive impact on the perceived usefulness of the digital learning system. The study support that using digital tools in education makes academic activities more interesting, easy to access, creative, effective, and productive. And, the concerned authority should be focused to establish the appropriate ICT infrastructure and promote the use of ICT in teaching-learning activities.