Factors motivating the adoption of virtual learning environments in higher education. Is gender relevant?

Abstract

This study aims to examine the influence of gender on the adoption of a virtual learning environment (VLE) in higher education in Ghana during COVID-19 restrictions. A survey approach was used, with a total sample of 488 responses from the University of Professional Studies, Accra. To reveal gender differences, both male and female respondents were subjected to a multi-group analysis. The factors impacting students’ intention to use VLE were determined using the structural equation modeling approach employing SmartPLS 3.3.3 software. Accordingly, both gender groups show that subjective norm elements significantly influence intention to adopt VLE; however, the male group (β = 0.873, p = 0.000) reports more significant influences than the female group (β = 0.571, p = 0.000). The study establishes that the newly incorporated construct in the theory of planned behavior, attitudes towards social distancing, significantly affects males’ behavioral intention to use VLE more than their female peers. This result demonstrates the robustness of the theory of planned behavior for evaluating technology acceptance research.