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Information and Communications Technology Used in Higher Education: An Empirical Study on Digital Learning as Sustainability

Author

Listed:
  • Amer Mutrik Sayaf

    (Educational Technology Department, College of Education, University of Bisha, Bisha 61922, Saudi Arabia)

  • Mahdi Mohammed Alamri

    (Educational Technologies, King Faisal University, Al-Ahsa 31982, Saudi Arabia)

  • Mohammed Ayid Alqahtani

    (Educational Technology Department, College of Education, University of Bisha, Bisha 61922, Saudi Arabia)

  • Waleed Mugahed Al-Rahmi

    (Faculty of Social Sciences and Humanities, School of Education, Universiti Teknologi Malaysia (UTM), Skudai 81310, Johor, Malaysia)

Abstract

Teaching and learning are significantly influenced by information and communications technology (ICT). The goal of this study was to develop a new model and conduct confirmatory factor analysis to learn more about how students use ICT for digital learning as sustainability. The purpose of this research project was to investigate computer self-efficacy, computer anxiety, perceived enjoyment and acceptance of digital learning as sustainability at Saudi universities, based on students’ satisfaction with actual ICT usage for digital learning as sustainability. This research project made use of structural equation modelling with SEM-AMOS and an expanded variant of the technology acceptance model as the research model. A questionnaire based on the technology acceptance model and social cognitive theory was employed as the main data collection method and was distributed to 684 students from students at two universities. Students’ answers were categorized into seven categories and evaluated to determine how satisfied students were with ICT and how likely they were to continue using it for digital learning as sustainability. The findings revealed a connection between computer self-efficacy, computer anxiety and perceived enjoyment, factors which all played a significant role in perceived usefulness and ease of use. Perceived usefulness and ease of use also had an impact on students’ continued intention to use and satisfaction. This research-built model was effective in explaining students’ continued desire to use ICT and their satisfaction with it.

Suggested Citation

  • Amer Mutrik Sayaf & Mahdi Mohammed Alamri & Mohammed Ayid Alqahtani & Waleed Mugahed Al-Rahmi, 2021. "Information and Communications Technology Used in Higher Education: An Empirical Study on Digital Learning as Sustainability," Sustainability, MDPI, vol. 13(13), pages 1-19, June.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:13:p:7074-:d:580823
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    References listed on IDEAS

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    2. Adel Ben Youssef & Mounir Dahmani, 2008. "The Impact of ICT on Student Performance in Higher Education: Direct Effects, Indirect Effects and Organisational Change," Post-Print halshs-00936560, HAL.
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    15. Mohammed Abdullatif Almulla & Waleed Mugahed Al-Rahmi, 2023. "Integrated Social Cognitive Theory with Learning Input Factors: The Effects of Problem-Solving Skills and Critical Thinking Skills on Learning Performance Sustainability," Sustainability, MDPI, vol. 15(5), pages 1-26, February.
    16. Verónica Aguilar-Esteva & Adán Acosta-Banda & Ricardo Carreño Aguilera & Miguel Patiño Ortiz, 2023. "Sustainable Social Development through the Use of Artificial Intelligence and Data Science in Education during the COVID Emergency: A Systematic Review Using PRISMA," Sustainability, MDPI, vol. 15(8), pages 1-17, April.
    17. Maria José Sousa & Ana Lúcia Marôco & Sónia P. Gonçalves & Andreia de Bem Machado, 2022. "Digital Learning Is an Educational Format towards Sustainable Education," Sustainability, MDPI, vol. 14(3), pages 1-16, January.
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