Determinants influencing the continuous intention to use digital technologies in Higher Education

There is increasing evidence that the lack of access to digital information and technologies is not widely considered in the educational sectors when focusing on the perceived experience, tutor quality and students’ satisfaction. In this paper, we report on an evaluation of a project aiming to bridge the use of digital information in the educational sector by proposing an integrated model that measures teachers’ quality, uncertainty avoidance effects and students’ satisfaction concerning TAM constructs and the perceived experience of digital information in education (DIE). The model and hypotheses were validated using data collected from a survey of 553 students at a college level. The results revealed that users may perceive the importance of DIE based on several external factors that enhance their learning and teaching experiences. The personal characteristics of the user including his/her readiness to use technology are crucial in correlation with the perceived ease of use. In addition, the high quality of the tutor in some cultures may enhance the perceived usefulness of the technology. Other factors such as flow of information, uncertain avoidance and satisfaction may strongly assess the continuous intention to use the technology