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The Influence of Values on the Adoption of Educational Technology

Mehta, Ashwin (2018) The Influence of Values on the Adoption of Educational Technology. PhD thesis, University of Leeds.

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This thesis investigated the influence of values, culture and context on technology adoption behaviour. This thesis aimed to theoretically develop and validate the Values-Enhanced Technology Adoption (VETA) model, integrating Schwartz’s Theory of Human Values with the Unified Theory of the Acceptance and Use of Technology (UTAUT2). The VETA model was validated through survey data in four research organisations based in East Africa (Kenya and Uganda), The Gambia and the United Kingdom. Contextual differences in adoption factors were explored through interviews with e-learners. Workers were surveyed during their participation in a professional e-learning course and interviewed six weeks after their e-learning experience. Survey analysis was completed using Partial-Least-Squares Structural-Equation-Modelling (PLS-SEM); interview data was analysed through computer aided thematic analysis. The VETA model was partially confirmed in the context with performance expectancy, price value, and habit predicting learner intention to use e-learning. Values interacted with the VETA model as predictors of adoption factors. The value of achievement was most important in predicting intention to use e-learning. Learners prioritising achievement as an important aspect of their worldview perceived e-learning to be important in their social context and worthwhile in terms of cost and benefit. The type and source of social influence differed in the African contexts from the UK: peer, champion, and manager influence were informational for African learners. The lack of facilitating conditions in the African environment was a perceived barrier to e-learning use for African learners that could be overcome with special endeavours which were not needed in the UK environment. This thesis demonstrated the integration of values and technology adoption literature in the development and validation of the VETA model, and expanded the constructs of social influence, price value, performance expectancy and facilitating conditions in sub-Saharan Africa and the UK. Despite contextual differences, the VETA model applied consistently across the East African, West African and UK contexts.

Item Type: Thesis (PhD)
Keywords: VETA Model, UTAUT, UTAUT2, Technology Adoption, Technology Acceptance, e-learning, PLS, Partial Least Squares, Culture, Schwartz, Hofstede, Africa, The Gambia, Kenya, Uganda, Cross-Cultural Adoption
Academic Units: The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds)
Identification Number/EthosID: uk.bl.ethos.755136
Depositing User: Mr Ashwin Mehta
Date Deposited: 05 Oct 2018 10:38
Last Modified: 18 Feb 2020 12:49
URI: http://etheses.whiterose.ac.uk/id/eprint/21569

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