Abstract:
In a crisis such as COVID-19 that struck the world in 2019, social and community
activities are restricted, including in-person classes. On the one hand, these
restrictions are aimed as a precautionary measure against the virus spread; on the
other hand, this could lead to a lost generation without an educational process.
Notwithstanding this, online learning through a video-sharing platform is envisaged
as the best way to keep learning in this particular situation. However, students have
their learning style preferences. While a video-based sharing platform is seen as the
most representative way of facilitating self-directed learning, understanding the
motivations driving the adoption is crucial. This paper investigates technical, social,
and personal environments that motivate generation Z to utilise this tool for self directed learning, employing Social Cognitive Theory (SCT) as the theoretical lens. A
total of 251 survey responses from this cohort were collected and analysed with a
structural equation modelling approach. The findings reveal that perceived
usefulness and content quality, peer influence, and self-efficacy and outcome from
three perspectives, respectively, determine the adoption intention substantially by
67.1%. These findings provide several important implications for video-sharing
platform acceptance in terms of both research and practice. Limitations and future
research directions are also discussed.
