The present paper is an attempt to study Education 4.0 supported by Industry 4.0 tools and techniques. The main purpose of the study is to examine the acceptance and use of one of the internet of things (IoT)-based learning management systems, i.e. videoconferencing application (Google Meet, Microsoft Teams, Zoom, GoToMeeting, WebEx), by academicians of higher education using the unified theory of acceptance and use of technology (UTAUT) model.
The study comprises 218 responses of academicians associated with higher education in the Sultanate of Oman. Descriptive and factor analysis of the collected data are employed using SPSS-26. Further, using Amos-21, the fit and validity indices of the measurement model are computed. Various relationships of the UTAUT structural model along with moderation effects of gender and nationality are tested.
The results suggest that performance expectancy, effort expectancy and social influence significantly predict behavioral intention. In turn, behavioral intention and facilitating conditions also significantly predict the use behavior of academicians for videoconferencing in higher education. Finally, gender moderates two out of four UTAUT relations, but nationality does not moderate any of these relations.
A lot of prior studies investigate several models to use technology-enabled pedagogy from educators' or students' perspectives. There are very limited studies that examine IoT-based learning tools within the UTAUT environment. Additionally, no study is available that considers UTAUT relations for the use of videoconferencing in higher education. Also, in the present study, one more moderator, i.e. nationality, is tested.
