Social family, parental involvement and intentions: predicting the technology acceptance and interest students learning online

Abstract

Interest is the basic driver of a person is doing something to achieve his goals, and in action-reaction theory, the measure that is widely used is attitude. Through behavioral intention to adopt, we examined its effect on online learning interest using perceived usefulness (PU), perceived ease of use (PEOU) and self-efficacy (SE). In addition, the moderation of family social background and perceived parental involvement influence the initial construction of adoption intentions towards interest. We tested the proposed test on high school students, and the results showed that perceived usefulness was found to be the most prominent factor in shaping adoption intentions followed by ease of use, but not self-efficacy. Adoption of technology makes students study hard because they feel that learning applications are important for their education, besides that, social background has a medium effect, and parental involvement has a small/medium effect. The implications and framework of future research are also discussed in this study.

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