Digital Transformation in Omani Higher Education: Assessing Student Adoption of Video Communication during the COVID-19 Pandemic
Fatima Amer jid Almahri,
Islam Elbayoumi Salem,
Ahmed Mohamed Elbaz,
Hassan Aideed,
Zameer Gulzar
Affiliations
Fatima Amer jid Almahri
Department of Information Technology, College of Computing and Information Sciences, University of Technology and Applied Sciences-Salalah, Salalah 211, Oman
Islam Elbayoumi Salem
Department of Economics and Business Administration, College of Economics and Business Administration, University of Technology and Applied Sciences-Salalah, Salalah 211, Oman
Ahmed Mohamed Elbaz
Department of Economics and Business Administration, College of Economics and Business Administration, University of Technology and Applied Sciences-Salalah, Salalah 211, Oman
Hassan Aideed
Department of Economics and Business Administration, College of Economics and Business Administration, University of Technology and Applied Sciences-Salalah, Salalah 211, Oman
Zameer Gulzar
Department of Computer Science and Artificial Intelligence, SR University, Warangal 506371, India
The COVID-19 pandemic has influenced many fields, such as communication, commerce, and education, and pushed business entities to adopt innovative technologies to continue their business operations. Students need to do the same, so it is essential to understand their acceptance of these technologies to make them more usable for students. This paper employs the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) to identify the factors that influenced students’ acceptance and use of different online communication services as the primary tool for learning during the COVID-19 pandemic. Six factors of UTAUT2 were used to measure the acceptance and use of video communication services at the Business College of the University of Technology and Applied Sciences. Two hundred students completed our online survey. The results demonstrated that social influence, facilitating conditions, hedonic motivation, and habit affect behavioral intention positively, while performance expectancy and effort expectancy have no effect on behavioral intention.
