Educational Technology Adoption in India : Theory of Consumption Values Perspective
DOI:
https://doi.org/10.17010/pijom/2024/v17i3/173365Keywords:
EdTech
, Online Learning, Theory of Consumption Values.JEL Classification Codes
, L2, L8Paper Submission Date
, February 5, 2024, Paper sent back for Revision, February 20, Paper Acceptance Date, February 26, Paper Published Online, March 15, 2024Abstract
Purpose : The Indian education sector has undergone significant reforms, accelerated by the nationwide lockdown after the pandemic, and this increased demand for EdTech platforms. Internet-based learning systems gained quick acceptance among students. India has experienced significant growth in digital teaching-learning systems and EdTech platforms in the past few years; this study explored the technology adoption behavior of Indian application users, focusing on the theory of consumption values and determining the factors that drive this behavior.
Design/Methodology/Approach : This study used an explorative mixed-method research approach to conduct focus group discussions with 100 users for questionnaire development and conducting a cross-sectional survey, which was conducted in both online and offline modes to EdTech application users; 513 complete responses so received were analyzed using structural equation modeling.
Findings : The functional, social, conditional, and epistemic values significantly impacted technology-adopted behavior in the Indian scenario for EdTech applications.
Research Implications : The results of this study provided policymakers and EdTech platform developers with valuable insights into the elements influencing technology adoption.
Originality/Value : Considering the Indian government’s thrust toward online education and blended learning approach post-COVID-19, the EdTech sector anticipated exponential growth. Thus, the factors driving technology adoption required research.
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