Related Experiment Videos
Exploring factors influencing digitally disadvantaged students' behavioral intention to use educational television
Hetiao Hong1,2, Xuwen Dong3, Xinyuan Chen4
1Chinese Education Modernization Research Institute, Hangzhou Normal University (Zhejiang Provincial Key Think Tank), Hangzhou, Zhejiang, China.
Frontiers in Psychology
|August 1, 2026
Summary
Hedonic Motivation, Habit, and Facilitating Conditions significantly predict educational TV use intention for digitally disadvantaged students. Media experience and support are key, not social norms or price.
Area of Science:
- Educational Technology
- Media Psychology
- Human-Computer Interaction
Background:
- Educational television is a potential learning tool for digitally disadvantaged students.
- Factors influencing their intention to use these programs are not well understood.
Purpose of the Study:
- To investigate the drivers of behavioral intention to use educational television among digitally disadvantaged students.
- To extend the Unified Theory of Technology Acceptance and Use 2 (UTAUT2) to this population and context.
Main Methods:
- Utilized Partial Least Squares Structural Equation Modeling (PLS-SEM).
- Examined relationships between seven UTAUT2 constructs and behavioral intention.
Main Results:
- Hedonic Motivation (HM), Habit (H), and Facilitating Conditions (FC) were significant predictors of Behavioral Intention (BI).
- HM was the strongest predictor; Social Influence, Effort Expectancy, Performance Expectancy, and Price Value were not significant.
- The model explained a moderate proportion of variance in BI (R² = 0.347).
Conclusions:
- For digitally disadvantaged students, media experience, daily contact, and support conditions are more influential than instrumental evaluation, social norms, or price.
- Findings offer practical insights for developing and maintaining accessible educational media for underserved populations.
