Technological Factors Influencing University Tourism and Hospitality Students’ Intention to Use E-Learning: A Comparative Analysis of Egypt and the United Kingdom

Abstract

ABSTRACTThe main purpose of this study was to apply the extended technology acceptance model in examining the technological factors influencing university tourism and hospitality students’ intention to use e-learning in 2 different higher education contexts: Egypt, as an example of a developing country; and the United Kingdom (UK), as an example of a developed country. A total of 600 online questionnaires were sent to a convenience sample of university hospitality and tourism students enrolled in technology-enhanced courses. Of the questionnaires returned, 428 were usable ones, representing a response rate of 71.3%. Structural equation modeling was used to analyze the data using AMOS. E-learning support, platform interactivity, platform response, ease of use, usefulness, and perceived satisfaction were the most important factors influencing the Egyptian students’ intention to use e-learning. E-learning resources, platform functionality, ease of use, usefulness, and perceived satisfaction were the most important factors influencing the UK students’ intention.