This study examined the factors affecting the acceptance of BL in medical education based on the UTAUT2 framework. In the following, we will discuss the study hypotheses.
The results revealed that PE has a significant and positive effect on students’ behavioral intention to use BL. This was in line with the findings of Hoque and Sorwar (2017) (28) and Suki and Suki (2017) (38). Additionally, Abdekhoda et al. (2016) reported that PE has direct and significant effect on use of e-learning (26). Therefore, the use of the BL system in medical education is useful and valuable. Our study showed that EE has a positive and significant effect on students’ behavioral intention to use BL. The results of other studies confirm this finding (26-28). In this regard, Suki and Suki (2017) revealed that EE has a significant effect on use of animation and storytelling (38). Based on this part of the findings, teaching and learning is easy in the BL environment.
SI had a significant and positive effect on students’ behavioral intention to use BL. This part of the findings was consistent with other studies (17, 28, 33, 38). Similarly, Ain et al. (2016) reported that SI has positive effect on use of learning management system (44). University management system, faculty members and students' attitudes are among the factors that constitute the socio-cultural atmosphere in the university. We believe that socio-cultural atmosphere can play a role in supporting and encouraging students to use the BL system.
FC had a significant effect on students’ behavioral intention to use BL. However, this construct had no significant effect on students’ actual usage of BL. The results of the studies by Abdekhoda et al. (2016) (26) and Tarhni et al. (2017) (27) also showed that FC had no effect on the acceptance of e-learning. In our view, software and hardware infrastructures play a very important role in students' behavioral intent to use a BL. Students must have technological support (such as high-speed internet and advanced computer) to use the BL system. They should also have access to sufficient resources and information about BL. Effective and successful implementation of BL system requires policy making, planning, and infrastructure readiness in information communication and technology (45).
HM had a significant and positive impact on students’ behavioral intention to use BL. This was in line with the findings of Tarhni et al. (2017) (27) and Moorthy et al. (2017) (32). For example, Moorthy et al.’s (2017) study showed that HM has significant correlation with behavioral intention to use of mobile learning (32).
Enjoyable learning experiences are an important factor for using BL (46). A user-friendly environment and electronic content (e-content) plays an important role in creating enjoyable learning experiences. Therefore, educational designers should pay attention to these features. This study found that PV has a positive and significant impact on students’ behavioral intention to use BL. This result is consistent with the findings of Moorthy et al. (2019) (32). But it was not in line with Tarhni et al. (2017) (27). One of the important indicators for using a technology is its low cost for students. Therefore, economic support for students can play an important role in the adoption of the BL system.
According to another finding of this study, HB had a significant influence on actual usage and behavioral intention to use BL. This was in line with the research of Tarhni (2017) (27) and Moorthy et al. (2017) (32). Venkatesh et al. (2012) (25) revealed that routine use of a technology plays an important role in its adoption. Overall, this study revealed that behavioral intention toward use BL has a significant influence on students' actual usage of BL. This result is consistent with the findings of Suki and Suki (2017) (38), Hoque and Sorwar (2017) (28), Hsu and Hsieh, (2017) (47), and Ravangard et al. (2017) (36). Behavioral intention predicts the actual usage of BL. The actual usage of BL also depends on the students' behavioral intention to use it.
This study had some limitations. The self-reporting scale was used to assess the behavioral intention to use BL. This method of data collection may negatively affect the accuracy of the results. It is suggested that qualitative methods be used in future studies. In this study, we identified some factors affecting the acceptance of BL by UTAUT2 framework. It is suggested to investigate the influence of other factors (such as attitudes to BL, technology anxiety, experience, self-efficacy, compatibility and resistance to change) on behavioral intention to use BL. In addition, it is necessary to analyze the role of moderator variables such as sex, age, experience and voluntariness in future studies. The present study was conducted on students of a university. The findings may not be generalizable to the other universities. Given the infrastructure differences (in term of technological and pedagogical) between universities, we suggest that this study be conducted in other universities and higher education institutions.