The use of online learning platforms is fast gaining attention in high schools. The choice of utilising online learning platforms provides both instructors and learners the opportunity to explore more and cover wide range of contents while sharing ideas through collaborative studies. The paper examined students’ acceptance and use of online learning platforms. Drawing on the Unified Theory of Acceptance and Use of Technology, the study examined how performance expectancy, effort expectancy, social influence, facilitation condition affects student’s intention to use online learning platforms for academic activities. The study adopted quantitative analysis and cross-sectional survey design 1808 students participated in the study. Results were analsysed using structural equation modeling. The results showed that performance expectancy, effort expectancy, social influence and facilitation condition have positive significant effect on students’ intentions to use online learning platforms. The moderation analysis revealed that gender significantly moderates the relationship between performance expectancy, effort expectancy, social influence, facilitating conditions, and behavioural intention to use online learning platforms. In contrast, age did not exhibit a statistically significant moderating effect on the relationship between the UTAUT constructs and behavioural intention. Schools should leverage the power of social influence by fostering collaborative learning environments where students can share positive experiences and motivate each other to participate in online learning.
Khant et al. (Sun,) studied this question.