Journal of Education, Society and Behavioural Science

While learning innovations, development and deployment in Nigeria continues to increase, experiences and benefits of these innovations have largely not been widespread. Understanding users’ acceptance is a key factor for the development and success of learning innovations (LIs). Several models have been developed and validated in different domains to help explicate the technology adoption. However, these models did not address technology adoption in learning institutions as no educational-related constructs were tested, indicating a possible gap for researchers to fill. Against this background, this study developed a generic model with a view to measuring behavioural intention to accept and use learning innovations. By doing so, future researchers could just apply the generic model to gain an understanding of a variety of problems relating to LI adoption. The overall design of the research is cross-sectional but embedded in different levels of triangulation. A questionnaire data collection technique was applied for this fieldwork. Each item was scored on a 5-point Likert rating scale.

To analyse the data, structural equation modelling with latent variables was used. Statistical tools such as SMART-PLS 3.0 were used. The results of this study showed several implications. First, the research model makes it relevant to the present situation caused by COVID-19 and its application in higher education to explain factors affecting online learning, most especially from the experiences of a developing economy. The results suggest that higher education institutions build a stable online portal where teachers can teach and guide students without any difficulties. Secondly, the perceived interactivity and quality of the online learning system significantly explain the students’ belief in performing better and, consequently, add to their willingness to use the system. Educators and practitioners can use the proposed framework towards integrating learning innovations.