What factors affect the intention to use information and communication technology? Perspectives of Chinese university students

TTF and UTAUT 2 theories

This study applies the Task-Technology Fit (TTF) and Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) theories to investigate the intention to use ICT in the Chinese education sector. Firstly, the TTF theory postulates that the likelihood of technology being utilized and accepted depends significantly on its ability to fulfill the tasks users need (Faqih and Jaradat, 2021). In order to ascertain whether technology sufficiently facilitates task completion when incorporating new technology, the TTF theory was developed. Due to the diverse forms, opportunities, and strategies associated with ICT adoption, educators often face challenges in fully understanding and implementing them effectively (Dang et al. 2020). As a result, for the real use of ICT in educational settings to improve learning benefits, there should be some degree of compatibility among technological and task characteristics. Therefore, it makes sense to include TTF when examining the adoption of ICT from an educational standpoint. A better perception of the changing aspects of ICT usage in education is also made possible by integrating TTF with the UTAUT2 (Dang et al. 2020).

Secondly, UTAUT2 is a theoretical framework that enlightens and foresees individuals’ acceptance and espousal of technology (Subhani et al. 2025; Seo, 2020). In the context of ITUICT in the education sector, UTAUT2 can shed light on the elements that affect students’ acceptance of this technology. The UTAUT2 theory was expanded by (Venkatesh et al. 2003) by introducing three additional factors: hedonic motivation, price value, and habit behavior. Due to this modification, the new setup (UTAUT2) is now a more potent prediction framework. UTAUT2’s relevance as a framework for technology adoption is well known (Osei et al. 2022). Evidence from studies (Faqih and Jaradat, 2021; Penney et al. 2021) suggested that UTAUT2 has been shown to be a valuable model for analyzing how new technical breakthroughs are adopted in diverse cultural settings and social contexts. The main issues during the implementation of ICT are how to ensure competence and coordination between technology and related tasks. In this study, we integrated the UTAUT2 and TTF model frameworks to examine ITUICT. This combined model demonstrates viability and significance as a productivity enhancement tool, consistent with findings from previous studies (Dang et al. 2020; Du et al. 2022; Faqih and Jaradat, 2021).

Use of ICT in the education sector

ICT in education can help students acquire critical 21st-century skills as they prepare for the digital age, promote active and engaged learning, and expand access to high-quality education (Ojokoh et al. 2013). ICT plays a significant role in education, revolutionizing how students learn and educate. ICT provides access to various educational resources, including online libraries, digital textbooks, educational websites, and multimedia content (Dixit et al. 2021). This enables students to discover various subjects, engage with communicating materials, and learn independently. During COVID-19, ICT enables e-learning, which refers to using electronic technologies to deliver educational content (Duan et al. 2010). Online courses and virtual classrooms allow students to participate in remote learning, access educational materials from anywhere, and collaborate with peers and teachers globally (Yao et al. 2022). ICT tools enhance engagement, interactivity, and the overall learning experience. Communication technology enables effective collaboration and communication among students and educational institutions in China (Yu et al. 2023). It promotes online discussion forums, video conferencing, real-time project collaboration, and file sharing.

A prior study, Chi et al. (2022) linked ICT as a bridge to the digital rift by providing information and educational resources. Students can access digital libraries, research online, and study many worldviews, breaking geographical barriers and promoting equitable education. ICT offers innovative assessment methods in education, including online quizzes, simulations, and automated grading systems. ICT tools provide students with instant feedback and facilitate their education (Kayisire and Wei, 2016). Online courses, webinars, and virtual workshops provide opportunities for students to learn new learning strategies, stay updated with educational trends, and connect with a broader community of educators (Khan et al. 2019). A past study Merhi et al. (2019) focused on how ICT simplifies a variety of administrative duties in schools, including scheduling, grading, and attendance tracking. School management systems and digital record-keeping simplify administrative processes, saving time and resources. ICT promotes lifelong learning by providing opportunities for continuing education and professional development beyond traditional classroom settings.

Task-technology fit

TTF can be described as the scope to which technology aids a person in carrying out specific tasks. The TTF theory’s basic tenet states that to increase technology use, compatibility among the features of the technology and the necessary tasks is essential (Alazab et al. 2021). According to this study, using UTAUT2 as a theoretical foundation may be an effective way to explore and decipher the driving forces behind the use of ICT applications in educational institutions in China. However, the TTF is merged with the UTAUT2 theory to produce a more potent theoretical background capable of expanding the adjustment in adopting ICT technology. This increases the success of the UTAUT2 theory in amplification the individual’s intention to use ICT technology (Alajmi and Alotaibi, 2020). Based on numerous empirical investigations, combining the UTAUT2 and TTF to examine technology adoption yields a wealth of useful information for the study (Paulo et al. 2018; Sharif et al. 2019). Several studies have found strong statistical associations among TTF and UTAUT2 variables that may help enhance adoption (Faqih and Jaradat, 2021; Paulo et al. 2018).

The prior study researchers merged TTF with UTAUT2, providing the foundation for the empirical analysis to investigate embracing mobile-based ICT (Dennis and Jayawardhena, 2010). The associations between the TTF antecedents (task characteristics, technology characteristics, and task-technology fit) and the three main constructs of UTAUT2, performance expectancy, effort expectancy, and adoption intention, have traditionally been the main focus of empirical studies (Faqih and Jaradat, 2021; Wang et al. 2022) implementing the integrated concept with our study. Handling ICT activities demands a high level of technical complexity for this study. Therefore, there should be an adequate agreement between technology and task features to integrate ICT in educational contexts to enhance learning results effectively. An “adequate agreement” between technology and task features in an educational context means that the selected technology aligns with the specific requirements of the task to enhance learning outcomes (Agyei and Keengwe, 2014). For example, a task was given as collaborative group work requiring brainstorming. To solve this task, a technology such as a shared digital whiteboard (e.g., Miro or Jamboard) allows simultaneous contributions and visual organization of ideas (Liu et al. 2023). Based on the above arguments, the following hypotheses are formulated,

H1: Task characteristics positively effect the task-technology fit.

H2: Technology characteristics of ICT positively influence the task-technology fit.

H3: Task-technology fit positively effects the performance expectancy of ICT.

H4: Task-technology fit positively effects the intention to use ICT in individuals.

Performance expectancy

Performance expectation is the extent to which people think utilizing a specific technology will improve their ability to do their jobs or make tasks simpler and more effective (Gellerstedt et al. 2018). In education, ICT refers to using digital tools and resources for learning, and administrative purposes. Performance expectancy leads to enhanced students’ learning experiences and outcomes (Sewandono et al. 2023). Educators and administrative staff realize that using ICT can save time, increase efficiency, and reduce administrative burdens; they are more inclined to adopt it (Al-Rahmi et al. 2020). In a past study Gupta et al. (2008), researchers explained that ICT provides access to digital materials such as online libraries, educational websites, and updated multimedia content. Various learning styles and abilities can be met by utilizing these resources, which provide a wide range of learning opportunities. Students can receive personalized instruction tailored to their needs, pace, and learning preferences through these tools. Individuals perceive that ICT can support differentiated instruction and cater to the unique requirements of each student. They are more likely to embrace its adoption (Mensah, 2019).

By using ICT in education, educators can certify that students are outfitted with the necessary digital literacy skills and are prepared for the demands of the modern workforce (Nikolopoulou et al. 2021). A prior study Alshmrany and Wilkinson (2017) highlighted performance expectancy positively influences ICT usage in the education sector by enhancing learning experiences and increasing efficiency and productivity. Performance expectancy provides access to rich learning resources, facilitating personalized learning, improving communication and collaboration, and keeping pace with technological advancements. Students perceive that using ICT will result in these benefits and are more likely to embrace its integration into their educational practices (Abbad, 2021). Based on the above discussion, it hypothesized,

H5: Performance expectancy is significantly related to the intention to use ICT in university students.

Effort expectancy

Educators demonstrate a high level of effort expectancy, making them more inclined to adopt ICT in the education sector (Shahzad et al. 2024). Factors such as ease of use, time-saving benefits, accessibility of resources, effective training support, and positive user experiences significantly enhance the perception of ICT. These advantages collectively contribute to increased utilization of ICT in educational settings (Hunde et al. 2023). The concept of effort expectancy describes how easy it is to use and how much work it takes to embrace and use ICT in the educational field. Communication technology tools and platforms have intuitive interfaces and clear instructions and require minimal technical expertise, and educators feel more comfortable incorporating them into their learning methods. ICT solutions can streamline administrative tasks, lesson preparation, and content delivery; educators perceive them as time-saving tools (Mosunmola et al. 2018). Intention to use ICT becomes more appealing by reducing the effort required for routine tasks, such as grading, organizing materials, or creating engaging learning activities.

Effort expectancy is positively influenced when ICT enables educators to access relevant educational resources and tools conveniently. Similarly, the ICT platforms provide a wide range of digital content, such as e-books and different online learning modules; students can easily incorporate them into learning without requiring extensive effort or resource gathering (Hunde et al. 2023). Adequate training and technical support are vital in increasing effort expectancy. Students receiving comprehensive training on ICT tools and platforms feel more confident integrating them into their learning practices. Positive experiences and feedback from early adopters can significantly influence the perception of effort expectancy (Gellerstedt et al. 2018). Educators observe colleagues successfully implementing ICT in their classrooms and witness positive outcomes, such as improved student engagement, enhanced learning outcomes, or increased efficiency. They are likelier to perceive the effort required as worthwhile (Tiwari, 2020). Based on the above arguments, it hypothesized,

H6: Effort expectancy is significantly related to the intention to use ICT in university students.

Technology self-efficacy

Feeling confident in using technology increases students’ eagerness to try ICT tools by reducing fear and resistance. This confidence fosters curiosity, encouraging exploration and skill development in digital learning (Bubou and Job, 2022). By nurturing technology self-efficacy among educators, universities can create an environment conducive to successfully integrating and utilizing ICT tools and resources for effective teaching and learning. Individuals with higher degrees of technological self-efficacy are more self-assured when using it efficiently (Zhang et al. 2023). This assurance translates into a willingness to investigate and test ICT services, boosting adoption. Students and administrators who believe in technological capabilities are likelier to embrace and incorporate ICT into their education practices. Education professionals are less likely to view technology as a difficult or burdensome task when they feel confident and at ease using it (Robertson and Al-Zahrani, 2012).

Technology self-efficacy empowers educators to leverage ICT tools to enhance their instructional practices. Students are more expected to incorporate technology into their learning methods when they believe in its potential (Awofala et al. 2019). They can explore innovative approaches, such as online collaborative platforms and educational apps, to create engaging and interactive learning experiences. Technology self-efficacy promotes a proactive approach to learning and developing digital skills. Educators with higher levels of self-efficacy are more likely to seek professional development opportunities and training programs to enhance their technological competencies (Merhi et al. 2019). Educators with high technology self-efficacy serve as positive role models for students. Students witness their teachers confidently using technology, and they are likelier to develop a positive attitude toward ICT (Papastergiou et al. 2011). This can create a ripple effect, where students become motivated to adopt and utilize ICT tools for their learning, further promoting ICT use in the education sector. Therefore, it is hypothesized that,

H7: Technology self-efficacy is significantly related to the intention to use ICT in university students.

Hedonic motivation

Hedonic motivation is people’s desire for pleasure, enjoyment, and self-gratification when participating in activities. In education, ICT can provide interactive and multimedia-rich content, gamification elements, virtual reality experiences, and other engaging tools that make learning enjoyable and entertaining (Oluwajana et al. 2019). Students are more likely to use ICT in education when it provides pleasurable and stimulating experiences, motivating them to participate and explore educational materials actively. ICT enables personalized and self-directed learning experiences by providing access to various educational resources and tools (Chun et al. 2012). With interactive information tailored to each student’s tastes and needs, students can study areas of interest at their own speed. Students may be motivated to embrace ICT in education by their autonomy and freedom to choose their educational route (Shahzad et al. 2024). Students’ autonomy and freedom in choosing their educational path can motivate them to embrace ICT tools like gamified learning platforms (e.g., Kahoot, Duolingo) and interactive simulations (e.g., PhET simulations), which enhance hedonic motivation by making learning engaging, enjoyable, and immersive (Dah et al. 2023).

Learners can interact with peers, share ideas, and work on group projects using collaborative platforms, including online discussion boards and video conferencing. These interpersonal and group activities can develop a sense of satisfaction, encouraging favorable views about using ICT in education (Muangmee et al. 2021). Innovations in technology and the use of ICT in education can spark interest and novelty. The novelty factor associated with ICT use can motivate students to explore and embrace these technologies in education (Al-Azawei and Alowayr, 2020). Hedonic motivation positively influences the adoption of ICT in the education sector by providing engaging learning experiences and enabling personalized and self-directed learning (Li et al. 2021). Hedonic motivation facilitates social interaction and collaboration, offering immediate feedback and recognition and leveraging the novelty and technological appeal of ICT tools. These motivational factors enhance students’ interest, involvement, and acceptance of ICT in education, leading to its wider adoption (Al-Rahmi et al. 2020). Based on the above arguments, it is hypothesized,

H8: Hedonic motivation is significantly related to the intention to use ICT in university students.

Price value

Price value, or affordability, plays a vital role in embracing ICT in the education sector. Affordable devices ensure a broader reach, enabling more individuals to benefit from digital learning opportunities (Lee et al. 2011). ICT tools with reasonable prices encourage educational institutions to spend money on the required infrastructure, like computer labs, high-speed internet connectivity, and software licenses (Ali et al. 2016). It is more practical for schools and colleges to build and maintain ICT infrastructure due to lower costs. Affordable ICT tools also lead to the distribution of digital educational content and resources. Lower prices facilitate the development and broadcasting of e-books, online courses, educational software, and multimedia materials, which can enhance the learning experience (X. Gu et al. 2015). It is simpler for educational institutions to offer training and active development opportunities for teachers and employees to use ICT tools readily. Lower costs allow schools and colleges to offer workshops, webinars, and online courses that improve students’ digital literacy and ICT integration (Lu and Price, 2018).

Accessible ICT resources can increase student enthusiasm and involvement in the educational process. This engagement can improve academic performance and positively impact learning outcomes (Masserini et al. 2018). The price value is particularly important in bridging the digital divide and promoting equity in education. Lower prices for ICT tools ensure that students from diverse socio-economic backgrounds have equal opportunities to access digital resources and participate in technology-enhanced learning. Affordable ICT use helps reduce disparities in educational outcomes (Fincher and Katsinas, 2017). Affordable prices for ICT tools provide for the wider adoption and integration of technology in the education sector. They increase accessibility, promote infrastructure development, facilitate digital content creation, support training initiatives, enhance student engagement, and foster educational equity (Chen et al. 2021). Therefore, it is hypothesized that,

H9: Price value is significantly related to the intention to use ICT in university students.

Habit

Habits are developed and fostered among educators, students, and other stakeholders, and they can have a transformative impact on the incorporation and use of ICT tools in education. Habitually using technology in education helps create a comfort zone and familiarity with digital tools (Elsalem et al. 2020). Students consistently incorporate ICT into their daily routines, which becomes a natural part of their learning process. Habits encourage individuals to invest time and effort in acquiring and improving digital skills (Ali et al. 2022). For example, regularly checking and responding to emails each morning or using a project management app daily to track tasks are habitual ICT uses that enhance time management and digital skills over time (Hermsen et al. 2016). Regular engagement with ICT tools cultivates proficiency, allowing educators to use technology in their teaching methods successfully and students to enhance their digital literacy. The habit of embracing lifelong learning contributes to embracing ICT in education. Educators committed to staying updated on technological advancements and educational strategies will likely leverage ICT effectively and keep pace with evolving digital trends (Dah et al. 2023).

Positive habits around collaboration and communication fostered through ICT facilitate knowledge sharing and interaction among educators, students, and the broader educational community (Danner and Pessu, 2013). Using digital platforms and tools, stakeholders can connect, collaborate, and exchange ideas, enhancing learning experiences. Developing habits of using technology to streamline administrative tasks, automate processes, and enhance productivity can free up educators’ time, allowing them to focus more on instructional activities (Wang et al. 2022). This efficiency can promote ICT use as it demonstrates technology’s tangible benefits and impact on educational workflows. Habits that promote personalized learning experiences through ICT can help cater to student’s diverse needs and preferences. By leveraging adaptive learning platforms, online resources, and digital assessments, educators can tailor instruction, monitor progress, and provide targeted feedback, improving learning outcomes (Nikolopoulou et al. 2021). Therefore, positive habits regarding integrating and using ICT in the education sector contribute to a culture of technological adoption and open up new possibilities for effective learning and collaboration. Therefore, it is hypothesized that,

H10: Habit is significantly related to the intention to use ICT in university students.

Figure 1 shows the conceptual framework of the intention to use ICT in university students.