The Electronic Library

Factors affecting student use of Web-based services: Application of UTAUT in the

Pakistani context
Muhammad Arif, Kanwal Ameen, Muhammad Rafiq,
Article information:
To cite this document:
Muhammad Arif, Kanwal Ameen, Muhammad Rafiq, (2018) "Factors affecting student use of Web-
based services: Application of UTAUT in the Pakistani context", The Electronic Library, https://
doi.org/10.1108/EL-06-2016-0129
Permanent link to this document:
https://doi.org/10.1108/EL-06-2016-0129
Downloaded on: 16 May 2018, At: 01:22 (PT)
Downloaded by INSEAD At 01:22 16 May 2018 (PT)

References: this document contains references to 56 other documents.

To copy this document: permissions@emeraldinsight.com
The fulltext of this document has been downloaded 7 times since 2018*
Access to this document was granted through an Emerald subscription provided by emerald-
srm:178665 []
For Authors
If you would like to write for this, or any other Emerald publication, then please use our Emerald
for Authors service information about how to choose which publication to write for and submission
guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information.
About Emerald www.emeraldinsight.com
Emerald is a global publisher linking research and practice to the benefit of society. The company
manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as
well as providing an extensive range of online products and additional customer resources and
services.
Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the
Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for
digital archive preservation.

*Related content and download information correct at time of download.

 The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/0264-0473.htm

Web-based
Factors affecting student use of services
Web-based services
Application of UTAUT in the Pakistani context
Muhammad Arif
School of Information Management, Sun Yat-Sen University, Guangzhou, China, and
Received 9 June 2016
Kanwal Ameen and Muhammad Rafiq Revised 21 November 2016
21 February 2017
Department of Information Management, University of the Punjab, Lahore, 4 May 2017
Pakistan 19 May 2017
7 July 2017
7 August 2017
13 August 2017
Accepted 26 August 2017
Abstract
Downloaded by INSEAD At 01:22 16 May 2018 (PT)

Purpose – The delivery of information services in higher education is increasingly relying on Web-based
systems. The low adoption and underutilization of information systems have been major problems for
developing countries such as Pakistan in terms of realizing their full benefits. This study aims to investigate
factors affecting student use of Allama Iqbal Open University’s (AIOU) Web-based services by using the Unified
Theory of Acceptance and Use of Technology (UTAUT) from the perspective of Pakistani distance education.
Design/methodology/approach – This study has adopted quantitative research design with the
UTAUT model as a theoretical framework. A self-completion structured questionnaire-based survey has been
administered to 388 master’s level students, selected through systematic sampling from the target population.
The response rate was 82 per cent (318). All statistical tests have been performed using IBM SPSS (version
20.0) and Process macro for SPSS.
Findings – Findings of the model’s hypotheses reveal that performance expectancy, effort expectancy and
social influence are significant predictors of student behavioural intention to use AIOU Web-based services,
whereas actual student use is dependent on facilitating conditions and student behavioural intention to use.
The impact of moderating variables with respect to age, gender and experience did not influence the actual
use of the Web services. However, the research model significantly measured (62.1 per cent) the actual use of
AIOU Web-based services by the students.
Research limitations/implications – This study is delimited to the UTAUT model to investigate the
phenomena. Besides this, the context of the study is the voluntary instead of mandatory usage of Web
services. A study conducted in mandatory settings, in which students are bound to use Web services, may
have different results.
Originality/value – This is the first attempt to apply the UTAUT model to investigate the factors
affecting student use of Web-based services from the perspective of distance education and the findings prove
strong support for the model.
Keywords Pakistan, UTAUT, Web-based services, Distance education,
Allama Iqbal Open University
Paper type Research paper

Background of the study

During the past two decades, the application of information and communication
technologies (ICTs) has made digital technologies a part and parcel of both traditional and
distance education systems (Hrtonova et al., 2014; Nirban and Chasul, 2014). The use of
The Electronic Library
The authors thank the experts who provided valuable input to develop the study’s tool. At the same © Emerald Publishing Limited
0264-0473
time, they are also thankful to the respondents for filling the questionnaire on voluntarily bases. DOI 10.1108/EL-06-2016-0129
 EL technologies is a major factor behind the development and innovation of both developed and
developing countries (Talebian et al., 2014). An increasing trend to use digital media is also
visible in the higher education sector of Pakistan (Rafiq and Ameen, 2012). Consequently,
educational institutions are concentrating on offering efficient Web-based services to meet
the information and learning needs of their prospective users.
Several ICTs projects were initiated at the national level to improve the quality of higher
education and facilitate public services. Pakistan Federal Ministry of IT and Telecom tasked
the Information Technology Board to develop and maintain e-government services for the
Federal Government Ministries and their attached departments. Subsequently, many e-
government services, electronic filing of tax returns, online processing of travel applications,
telemedicine and so on were introduced in the country (Khan and Ahmad, 2015). However,
the demand for education cannot be met by the formal educational system due to various
factors in third world countries. While the higher education sector in Pakistan has been
revolutionized in recent years, it is still incapable of meeting the educational needs of the
population at large. Abedi and Badragheh (2011) pointed out that the cost of delivering
formal education is increasing and institutions find that limited resources prevent them
Downloaded by INSEAD At 01:22 16 May 2018 (PT)

from providing quality education. That is why distance learning is expanding and
increasing dramatically in Pakistan, as well as in other developing countries:
The realization of the magnitude, complexity and pressure of the problem has led more and more
countries to turn to distance education as one of the solutions to the situation [Allama Iqbal Open
University (AIOU), 2006, p. 3].
Owing to this situation, the Government of Pakistan encouraged distance education in the
country. Despite all these efforts, open and distance learning education cannot be provided
without student support services, especially Web-based services. Realizing the benefits,
Allama Iqbal Open University (AIOU), the first distance education university in South Asia,
relies heavily on Web-based services (Table I) to reach its distance user community.

Literature review
Research studies on Web-based services unanimously agree that to make Web services
more effective, there is a need to identify the factors which can have an impact on the use of

Sr. no. Web service

1 Access to Pakistan Higher Education Commission (HEC) digital library

2 Admission information for students
3 Complaint management system
4 Details about the faculties and administrative departments and their staff
5 Download admission, reading and examination material
6 Examinations services
7 Frequently asked questions
8 Information about regional campuses
9 Information about tutors’ allocation
10 Information about workshops
11 Job announcements
12 Latest news and events
13 Library Web-based services
Table I. 14 Web radio
AIOU Web-based
services Source: Allama Iqbal Open University (AIOU) (2013)
 the services (Kim, 2011; Lai et al., 2012). Many models and theories have been developed by Web-based
practitioners and academicians to predict an individual’s behaviour to use information services
systems. The literature (Goh et al., 2013; Nazari et al., 2013) reports that the following most
prominent eight models and theories were used to investigate similar phenomena:
(1) theory of reasoned action;
(2) theory of planned behaviour;
(3) technology acceptance model;
(4) combined-technology acceptance model and theory of planned behaviour;
(5) innovation diffusion theory;
(6) social cognitive theory;
(7) motivation model; and
(8) model of PC utilization.

The models are unique and have explanatory power only in specific individual fields, and
Downloaded by INSEAD At 01:22 16 May 2018 (PT)

explain between 17 and 53 per cent of the variance in user intention to use an information
technology system. To provide the unified view, Venkatesh et al. (2003) formulated UTAUT,
which explained a 70 per cent variance in use behaviour as compared to the earlier eight
individual models. Several researchers used the UTAUT model to investigate similar
phenomena in different countries. A brief review of some studies, in developed and
developing countries, is presented in the following section.
Marchewka et al. (2007) applied the UTAUT model for understanding US business
student perception to use a Web-based course management system. The findings supported
the theoretical model. In the UK, van Schaik (2009) studied the application of the UTAUT
and intrinsic motivation to both the prescribed website and a user-selected website. The
analysis, based on 239 undergraduate psychology students, supported direct and moderated
effects of the research model variables on the website’s acceptance. Chang et al. (2015)
integrated the UTAUT with website service quality to investigate university library
electronic resources usage. Except for effort expectancy, the findings supported the research
model. From the e-learning perspective, Decman (2015) conducted a study of 228
undergraduate students in Slovenia and validated the UTAUT model.
From the developing countries’ perspective, the UTAUT was also used to investigate the
factors affecting Web-based services and information systems in educational settings. The
study of Jaradat and Banikhaled (2013) explored the factors that affected Jordanian
undergraduate student adoption of university website services by applying the UTAUT
model and disclosed that the student adoption of university Web services can be predicted
by the research model. In Malaysia, Rahman et al. (2011) proved that the theory is the best fit
to measure actual use of a digital library in the higher education context. The study
conducted in Peru by Maldonado et al. (2011) partially supported the UTAUT factors
affecting the educational portal. In Pakistan, Iqbal (2014) provided evidence that the
UTAUT, along with other models (e.g. technology acceptance model and information
systems success model), can predict how university students select and use websites. The
results of the study (Chasul and Nirban, 2014), conducted on student acceptance of a Web
learning management system in an Indian institute, also revealed that the UTAUT predicts
student use behaviour.
The UTAUT has been widely tested and applied in North America and Europe; however,
it has seen little application in other parts of the world (Demissie, 2011). Thus, further
research was needed in developing countries. Moreover, another study (Oshlyansky et al.,
 EL 2007) with an example of cross-cultural validation of the UTAUT on students from diverse
faculties clearly demonstrated that the UTAUT is a robust tool, and information science
researchers and practitioners should use it in an international context without concern for its
cross-cultural validity.
The delivery of information services in higher education is increasingly relying on Web-
based systems. Research studies on Web-based services unanimously agree that to make
Web services more effective, the factors that can have an impact on Web services use need
to be identified. The literature review reveals that the UTAUT is a reliable theoretical
framework to identify factors across the globe. Specifically, a research gap has also been
identified, which pinpoints the need to explore factors affecting distance student use of Web-
based services, especially in the developing countries context.

Statement of the problem

Web technology offers huge benefits to the educational community; however, these benefits
cannot be embraced if the students do not accept and use the technology. In Pakistan, all
public and private universities are offering Web-based services, but the local literature
Downloaded by INSEAD At 01:22 16 May 2018 (PT)

review exposes a scarcity of university Web-based services use research.

During the past decade, a number of studies were conducted focusing on different
aspects of library websites: for example, content analysis, log analysis, usability analysis,
usability evaluation, website usage, Web searching behaviour of users, Web online public
access catalogues, Web-based services, Higher Education Commission digital library usage
and adoption of Web 2.0 technologies in higher education settings (Ahmad et al., 2013; Arif
and Kanwal, 2009; Arif and Mahmood, 2012; Arshad and Ameen, 2015; Rehman and
Shafique, 2011; Khan et al., 2014; Mahmood, 2008; Malik and Mahmood, 2009; Mirza and
Mahmood, 2009; Saeed and Shabbir, 2014). Moreover, the identified studies on library
website use only addressed traditional university environments, where students regularly
attend their classes and may seek information personally if they are unable to retrieve the
required information.
The AIOU website with hits in the millions shows that students heavily use Web services
[Allama Iqbal Open University (AIOU), 2013]. Keeping in view the importance of the AIOU
Web-based services, it seemed imperative to conduct a study to investigate which factors affect
student use of the Web services, particularly in the distance learning context of Pakistan.

Aim of the study

This study aims to identify the factors, based on the UTAUT model, affecting distance
education student use of the AIOU Web-based services.

Research questions
This research addresses the following research questions derived from the UTAUT model:
RQ1. To what extent do performance expectancy, effort expectancy and social
influence contribute to student behavioural intention to use the AIOU Web-
based services?
RQ2. To what extent do facilitating conditions and student behavioural intention to use
the AIOU Web-based services contribute to actual use of the AIOU Web-based
services by the students?
RQ3. To what extent is the moderating impact of age, gender, and experience on the
model’s core variables?
 RQ4. To what extent does the research model predict the student’s actual use of the Web-based
AIOU Web-based services? services

Research model and hypotheses development

The chief objective of reviewing the relevant literature is to establish which theory might be
used to explore the research questions (Creswell, 2003). The study derives its theoretical
framework from the UTAUT, which consists of four core constructs:
(1) performance expectancy (PE);
(2) effort expectancy (EE);
(3) social influence (SI); and
(4) facilitating conditions (FC), which are direct determinants of behavioural intention
(BI) and actual use (AU).

The relationships of independent variables (PE, EE, SI and FC) and dependent variables
(behaviour intention and usage behaviour) are affected by the four moderating variables:
Downloaded by INSEAD At 01:22 16 May 2018 (PT)

gender, age, experience and voluntariness of use.

Performance expectancy
Relevant research studies indicate that performance expectancy significantly explains the
intention to use Web-based systems (Awwad and Al-Majali, 2015; Chasul and Nirban, 2014;
Tan, 2013). Hence, the following hypothesis is formulated:
H1. Performance expectancy has impact on students’ behavioural intention to use
Allama Iqbal Open University’s Web-based services.

Effort expectancy
Several relevant studies prove that EE significantly measures the intention to use the Web-based
systems (Awwad and Al-Majali, 2015; Chen, 2011; Jaradat and Banikhaled, 2013; Wong et al.,
2012). To check the effect of EE on intention to use, the following hypothesis is formulated:
H2. Effort expectancy has impact on student behavioural intention to use the Allama
Iqbal Open University’s Web-based services.

Social influence
Numerous studies (Chang et al., 2015; Decman, 2015; Gruzd et al., 2012) proved that closely
associated persons, friends, colleagues and so on affect the individual’s intention to use a
Web-based system. So, the impact of SI on behavioural intention to use can be observed by
the following hypothesis:
H3. Social influence has impact on student behavioural intention to use the Allama
Iqbal Open University’s Web-based services.

Facilitating conditions
The literature depicted that resources, knowledge and skills affect personal behaviour
intention and actual use (Awwad and Al-Majali, 2015; Chen, 2011; Deng et al., 2011). In this
regard, the following hypothesis is framed:
 EL H4. Facilitating conditions has impact on actual use of the Allama Iqbal Open
University’s Web-based services.

Student behavioural intention to use

Several research studies provided empirical evidence that behavioural intention
significantly predicts the actual use of Web-based services (Awwad and Al-Majali, 2015;
Jaradat and Banikhaled, 2013; Nirban and Chasul, 2014). Hence, the following hypothesis is
developed:
H5. Student behavioural intention to use Web-based services has impact on actual use
of the Allama Iqbal Open University’s Web-based services.

Moderating variables research hypotheses

The voluntariness of use was not included in the study, as the use of Web services is not
mandatory for AIOU students. Hence, the following moderating hypotheses are formulated
Downloaded by INSEAD At 01:22 16 May 2018 (PT)

in the study’s context:

H6. Age and gender have moderating influence on performance expectancy towards
student behavioural intention to use the Allama Iqbal Open University’s Web-
based services.
H7. Age, gender and experience have moderating influence on effort expectancy
towards student behavioural intention to use the Allama Iqbal Open University’s
Web-based services.
H8. Age, gender and experience have moderating effect on social influence towards
student behavioural intention to use the Allama Iqbal Open University’s Web-
based services.
H9. Age and experience have moderating effect on facilitating conditions towards
student’s actual use of the Allama Iqbal Open University’s Web-based services.

Research design and methodology

Sekaran and Bougie (2010) indicated that:
[. . .] having identified the variables in a problem situation and developed the theoretical
framework, the next step is to design the research in such a way that the requisite data can be
gathered and analyzed to arrive at a solution (p. 102).
Several similar studies conducted in the developed world (Decman, 2015; Deng et al., 2011;
Marchewka et al., 2007; Wong et al., 2012) and in developing countries (Jaradat and
Banikhaled, 2013; Maldonado et al., 2011; Nirban and Chasul, 2014; Rahman et al., 2011;
Singeh et al., 2013), as well as the dispersed population of the current study all over Pakistan,
provided the basis to opt for a quantitative survey research design.

Target population and sample

This study used master’s level students as the population consisting of 12,603, enrolled in
the Autumn 2014 semester within 11 departments of the Faculty of Social Science and
Humanities at AIOU located in five provinces of the country, Punjab, Sindh, Khyber
 Pakhtunkhwa (KPK), Baluchistan and Gilgit Baltistan, and the Federal Capital territory of Web-based
the country where the AIOU main campus is located. By using Yamane’s (1967) formula, the services
systematic sampling technique was used to select a sample (N = 388) from the target
population.

Development of the study instrument and data collection

The modified questionnaire, based on the UTAUT, was presented to a panel of five experts;
four PhDs in Library and Information Science and one PhD in statistics, with the necessary
experience to conduct similar research. Overall, the experts agreed that the survey instrument
should be both reliable and valid after incorporating the suggested minor changes. The final
instrument, pilot tested on 50 students selected conveniently from the target population, was
used to collect data by using registered mail service followed by one remainder and personal
visits during April to June 2015. In total, 388 students responded to the survey.

Reliability and validity of the instrument

The results of reliability statistics of the latent variables (PE = 0.860, EE = 0.792, SI = 0.784,
Downloaded by INSEAD At 01:22 16 May 2018 (PT)

FC = 0.857, BI = 0.743) suggest a strong reliability measurement for the variables consistent
with the minimum psychometric reliability score (a = 0.70) (Frankfort-Nachmias and
Nachmias, 2008). Moreover, the exploratory factor analysis revealed that all the scale items
loaded successfully and ranged from 0.365 to 0.840, as suggested by Hair et al. (2009).
Therefore, the analysis shows that the latent variables are unidimensional and factorially
distinct, which establish the validity of the instrument (Table II).

Normality and multicollinearity

The values of skewness and kurtosis (Table III) fall within the range, from –2 to þ2, which
indicate that the collected data are normally distributed (George and Mallery, 2010). The
values of variance inflation factor (VIF) (<10) and tolerance (>0.05) indicate that there is no
real problem regarding the presence of multicollinearity between the core variables (Table
III). The results indicate that all VIF and tolerance values fall within the acceptable range, as
suggested by Allahawiah (2013).

Correlation coefficient analysis of the model core variables

Pearson’s correlation coefficient analysis was used to determine the linear relationship
between two latent variables to explain how they are related over the range of þ1.0 (a perfect
positive relationship) through 0.0 (no correlation between the variables) to 1.0 (a perfect
negative relationship) (Cooper and Schindler, 2008). Pearson’s correlation was found to be
statistically significant (p < 0.01), ranged from 0.361 to 0.781, and was positive between the
latent factors (Table IV).

Research findings
Descriptive statistical analysis
In response to the survey, 328 students of 388 responded to the questionnaire. Ten out of 328
responses were not properly filled and were excluded during the coding phase. Hence, 318
valid responses were included in the data analysis, yielding a response rate of 82 per cent.
The female respondents, 164 (51.6 per cent), were slightly greater than male respondents,
154 (48.4 per cent). The analysis of age groups revealed that the largest group of the
respondents, 140 (44 per cent), were students between 21 and 25 years old followed by 107
(34 per cent) and 51 (16 per cent) from 26 to 30 and 31 to 35 years old, respectively. Only 17
 EL Item PE EE SI FC INT

PE1: These services are useful in my studies 0.757

PE2: I accomplish my academic activities quickly by using these
services 0.661
PE3: My academic performance increases after using these services 0.730
PE4: The services make my academic activities easy to accomplish 0.736
PE5: I can get required information well in time by using these
services 0.612
PE6: My productivity (output) increases in my studies by using these
services 0.683
PE7: I can get accurate information by using these services 0.595
PE8: It is easy to use these services 0.654
EE9: It is easy to navigate the website 0.686
EE10: I quickly find information from these services that I need 0.569
EE11: Learning to use these services is easy for me 0.729
EE12: It is easy to use this website even on a first visit 0.605
SI13: My tutors/teachers influence my behaviour to use these services 0.796
Downloaded by INSEAD At 01:22 16 May 2018 (PT)

SI14: Regional/main campus staff influences my behaviour to use

these services 0.836
SI15: My friends, family members, class fellows, etc. influence my
behaviour to use these services 0.710
FC16: I have resources (computer, Internet etc.) to use these services 0.818
FC17: I have knowledge to use these services 0.840
FC18: I have skills to use these services 0.785
FC19: Online help is available to use these services 0.654
FC20: These services are compatible (download file format, operating
system, etc.) with my computer 0.726
Table II. INT21: I like using these services for getting information 0.365
INT22: I intend to continue using these Web-based services in my
Exploratory factor
studies 0.685
analysis of scale INT23: I feel I will keep on using these services even after my studies 0.715
items INT24: I will recommend the use of these services to other students 0.758

Table III. Core variable Tolerance VIF Skewness Kurtosis

Tolerance, VIF,
PE 0.536 1.865 0.976 0.809
skewness and EE 0.572 1.749 0.778 0.419
kurtosis of the SI 0.794 1.260 0.576 –0.465
research model core FC 0.552 1.817 1.085 2.073
variables BI 0.551 1.816 1.180 1.513

(5 per cent) respondents were 36-40 years old. The AIOU Web-based usage experience
analysis indicated that 100 (31 per cent) students were using the Web-based services for
more than two years, 79 (25 per cent) for two years, 88 (28 per cent) for one year and only 51
(16 per cent) were using the services for six months or less (Table V).

Hypotheses testing
Multiple linear regression analysis was used to test the extent of direct effect of the
independent variables on the dependent variables of the research model.
 Results of research hypotheses Web-based
The beta value revealed that the performance expectancy contributed positively (16.5 per services
cent) in measuring student behavioural intention to use the Web services (H1). The value of
path coefficient ( b = 0.452) indicated that effort expectancy accounted for 45.2 per cent in
measuring the student behavioural intention to use the Web services (H2). Social influence
contributed positively (20.4 per cent) to the student behavioural intention to use the Web
services (H3). Overall, performance expectancy, effort expectancy and social influence
accounted for 46.2 per cent variation in the student behavioural intention to use the Web
services (Table VI).
The multiple regression values ( b = 0.146, t = 3.121, p = 0.002 < 0.05) indicated that
facilitating conditions as a factor was significantly measuring the actual use of the Web

Core variable AU PE EE SI FC BI

AU 1.000
PE 0.401** 1.000
Downloaded by INSEAD At 01:22 16 May 2018 (PT)

EE 0.463** 0.647** 1.000

SI 0.361** 0.439** 0.373** 1.000
FC 0.604** 0.396** 0.494** 0.361** 1.000
Table IV.
BI 0.781** 0.547** 0.634** 0.445** 0.670** 1.000 Correlation matrix of
the research model
Note: **Correlation is significant at 0.01 level (two-tailed) core variables

Measure Item Frequency Percentage

Gender Male 164 51.6

Female 154 48.4
Age (years) <20 2 0.63
21-25 140 44
26-30 107 34
31-35 51 16
36-40 17 5
>40 1 0.31
Experience #6 months 51 16 Table V.
One year 88 28 Descriptive statistics
Two years 79 25 of respondents’
>2 years 100 31 characteristics

Research Independent Dependent

hypotheses variable variable Relationship R2 Beta t-value Sig. Result

H1 PE BI PE ! BI 0.467 0.165 2.935 0.004* Supported

H2 EE EE ! BI 0.452 8.291 0.000* Supported
H3 SI SI ! BI 0.204 4.412 0.000* Supported
H4 FC AU FC ! AU 0.621 0.146 3.121 0.002* Supported
Table VI.
H5 BI BI ! AU 0.683 14.620 0.000* Supported Results of the model
core variables
Note: *Significant at # 0.05 hypotheses
 EL services (H4). The student’s behavioural intention was found to be the most significant
predictor and it accounted for 68.3 per cent variance in the actual use of the Web services
(Table VI). Thus, the results supported the core variable hypotheses (H1-H5).
The results of moderating research hypotheses (H6, H7, H8 and H9) testing
demonstrated that no effect of age, gender and experience was observed on the relationship
of independent and dependent variables of the model (Table VII).

Empirical testing of the research model

The results of the hypotheses testing revealed that factors affected student use of the AIOU
Web-based services. It was found that the student behavioural intention to use could be
explained significantly, 46.7 per cent, through performance expectancy, effort expectancy
and social influence. Of the direct determinants, student behavioural intention was also
found to be a stronger predictor as compared to facilitating conditions. The research model
measured 62.1 per cent of the actual use of the AIOU Web-based services by the students
(Figure 1). Hence, it can be concluded that the UTAUT model predicts the student use of the
AIOU Web-based services in the Pakistani context without moderating effect.
Downloaded by INSEAD At 01:22 16 May 2018 (PT)

Discussion of findings
The students believed that they can accomplish their academic activities well and
quickly by using the Web services. And the use of the services will have a positive
impact on their studies due to which their academic performance will be increased. The
study of Taiwo and Downe (2013) indicated that the ability of a system to assist users to
achieve their tasks quickly will ultimately motivate users to adopt the system.
Consequently, the students who acknowledged the benefits of the Web services would
be more inclined and motivated to use these Web services. The respondents also agreed
that it was easy to navigate the AIOU website even on a first visit. The plausible
explanation of this ease of use of these services may be due to Web usage experience.
Besides these, the findings indicated that student behavioural intention was influenced
positively by the closely associated persons, teachers, tutors, AIOU staff, friends,
family members and class fellows, during study pertaining to use of the Web services in
the Pakistani environment. The results of several studies conducted in similar settings
supported that performance expectancy, effort expectancy and social influence have
positive impact on behavioural intention to use an information system (Awwad and Al-

Research hypotheses Relationship t-value Beta Significance Result

H6 Age ! PE & BI 0.774 0.044 0.439 Not supported

H7 Gender ! PE & BI 0.017 0.001 0.986 Not supported
H8 Age ! EE & BI 0.032 0.001 0.974 Not supported
H9 Gender ! EE & BI 1.066 0.102 0.287 Not supported
H10 Experience ! EE & BI 1.239 0.054 0.216 Not supported
H11 Age ! SI & BI 1.532 0.068 0.126 Not supported
H12 Gender ! SI & BI 1.650 0.135 0.099 Not supported
H13 Experience ! SI & BI 0.197 0.007 0.843 Not supported
Table VII. H14 Age ! FC & AU 0.112 0.007 0.910 Not supported
Results of the H15 Experience ! FC & AU 1.697 0.095 0.090 Not supported
moderating
hypotheses Note: Significant at # 0.05
 Web-based
services
Downloaded by INSEAD At 01:22 16 May 2018 (PT)

Figure 1.
Research model
results

Majali, 2015; Chang et al., 2015; Chasul and Nirban, 2014; Decman, 2015; Jaradat and
Banikhaled, 2013; Iqbal, 2014; Raman et al., 2014; Tan, 2013; Wong et al., 2012).
The findings revealed that the students who possess the necessary resources, such as a
computer, internet access, the required online support, knowledge and the needed skills
(facilitating conditions), will tend to use the Web services and these factors may also
increase the level of user comfort. The student behavioural intention was found to be the
most dominant factor in the research model in predicting the actual use of the Web services.
It means that if a student finds a service useful and easy to use, and is socially influenced by
associated people, he/she will express good intention towards the use of that service. Several
relevant studies conducted in different countries support the finding that behavioural
intention to use has impact on the actual use of Web-based services (Awwad and Al-Majali,
2015; Chasul and Nirban, 2014; Deng et al., 2011; Jaradat and Banikhaled, 2013; Nirban and
Chasul, 2014; Tan, 2013; van Schaik, 2009).

Moderating effect
The study did not find any moderating effect of age, gender and experience on the
relationship of the factors affecting the Web services. Following may be the possible
reasons:
 To develop the UTAUT, Venkatesh et al. (2003) conducted a longitudinal study over
a six-month period and collected data from four organizations in a mandatory
computer usage environment.
 Taiwo and Downe (2013) pointed out that the relationship between the UTAUT core
variables was examined using a larger sample size of over 11,000, which would
have been difficult to achieve in a single study.
 EL  Since the sample population (388) of this study was selected from students at the
same level of education (master’s degree) and the use of the Web-based services was
not mandatory for the students, it may not be surprising to see that age, gender and
experience did not demonstrate any effect on the relationships of the factors
affecting student use of the AIOU Web-based services.

The reviewed literature reveals that the direct determinants and moderating variables of the
UTAUT model acted differently in different settings. For example, in the study conducted
by Tosuntas et al. (2015) in Turkey, gender showed a positive moderating effect, whereas
another study carried out by Marchewka et al. (2007) to explore the factors affecting the
business undergraduate use of an information system did not reveal any moderating effect
of gender. Barnes (2012) also disclosed that the UTAUT model did not respond in the same
manner in all settings with all participants.

Recommendations
On the basis of the findings of the present study, the following recommendations are made
Downloaded by INSEAD At 01:22 16 May 2018 (PT)

to improve the AIOU Web-based services:

 The Web-based services appear to have a positive impact on the student’s academic
performance, which in turn enhances the use of Web services. The IT section of the
university should endeavour to make the Web services more useful and easy to use
to meet the information needs of the present and prospective users. The section may
validate the revised Web services through user satisfaction surveys with the help of
the Research and Evaluation Centre of the university, which is responsible for
conducting user satisfaction surveys of the academic programs being offered.
 As the effect of social influence was found positive on student behavioural intention
to use the Web service, it is recommended that each academic department should
design digital information literacy programs, keeping in view the user’s information
needs. It may be offered as a compulsory subject in the first semester of each
academic program. The digital information literacy programs may be developed in
collaboration with the Institute of Educational Technology which is responsible for
media support, and the Centre for Instructional Design responsible for developing
electronic courseware of the university. The Directorate of Regional Campuses
through the regional directors of the campuses should design activity-based
contests among the distance students to encourage the use of Web services. Besides
this, the regional librarians, regional campus directors, AIOU tutors and faculty
members should be involved in a promotional campaign of the AIOU Web services
capitalizing on the positive influence of associated people on student behavioural
intention towards the use of the Web services.
 The findings on facilitating conditions reveal that the responding students were
lacking to some extent in their own resources the use of the Web services. So, it is
recommended that further provisions should be made to improve the computer labs
and Wi-Fi connectivity in the regional campuses through the Directorate of
Regional Campuses and Directorate of ICT, responsible for the development of
technological infrastructure at the university. Such improvement in infrastructure
will enable the distance students to gain maximum benefits from the Web services.
 Last but not the least, it is recommended that AIOU should formulate a
comprehensive ICT policy for the development of a robust technological
infrastructure at all regional campuses and for maximum utilization of the
 university services through its website. The same recommendations should also be Web-based
sent to the HECs of the provinces as well as HEC of Pakistan for national ICT policy services
of the universities. The Federal Ministry of IT and Telecom should also consider the
recommendations while designing e-government projects. Recent studies (Ahmad
et al., 2013; Kayani et al., 2011) indicate that e-initiatives in Pakistan are in their
infancy stage and face many challenges in the country. More precisely, the
recommendations of this research provide the policymakers and administrators in
other universities of the country with pertinent details regarding factors that
influence the student use of Web-based services. This will help in improving the
respective websites and making ICT policy.

Limitations of the study

As the sample population (388) of this study was selected from students at the same level of
education (master’s degree) and also those who belonged to one faculty only, the findings of
the current study cannot be generalized. Moreover, the empirical data were collected
Downloaded by INSEAD At 01:22 16 May 2018 (PT)

through registered mail service by using questionnaire from 58 per cent of the respondents,
while one of the researchers approached about half of the respondents, 42 per cent,
personally. In self-administration, the respondents had the option to get clarification of the
terms used in the questionnaire; hence, it is recommended that the findings of this study
should be used cautiously.

Conclusion
This study investigates the factors affecting student use of the AIOU Web-based services by
applying a modified UTAUT as the theoretical model from the Pakistani distance
education’s perspective. To conduct the study, a survey based on self-completed structured
questionnaire was used to collect data from the sample population enrolled in the Autumn
2014 semester at AIOU from all over Pakistan. The study’s findings indicate that
performance expectancy, effort expectancy, social influence, facilitating conditions and
student behavioural intention measured significantly, 62.1 per cent, the actual use of the
Web services. Among all the factors, the student behavioural intention was found to be the
strongest predictor in measuring the actual use. The moderating effect in respect of age,
gender and experience did not have any impact on the factors. The study’s implications will
help AIOU to improve quality and student satisfaction with the Web services.

References
Abedi, M. and Badragheh, A. (2011), “Distance education in developing countries”, Journal of American
Science, Vol. 7 No. 4, pp. 295-301.
Ahmad, M.O., Markkula, J. and Oivo, M. (2013), “Factors affecting e-government adoption in Pakistan:
a citizen’s perspective”, Transforming Government: People, Process and Policy, Vol. 7 No. 2,
pp. 225-239.
Allahawiah, S.R. (2013), “Factors affecting the use of e-services from user perspectives: a case study of
Al-Balqa’ applied university”, Journal of Management Research, Vol. 5 No. 2, pp. 45-64.
Allama Iqbal Open University (AIOU) (2006), Vice Chancellor Annual Report 2005-2006, Allama Iqbal
Open University, Islamabad.
Allama Iqbal Open University (AIOU) (2013), Vice Chancellor Annual Report 2013, Allama Iqbal Open
University, Islamabad.
 EL Arif, M. and Kanwal, S. (2009), “Acceptance of digital library among female students and effects of
limited access of digital library on their performance in research work: a case of international
Islamic university”, The International Information & Library Review, Vol. 41 No. 3, pp. 122-128.
Arif, M. and Mahmood, K. (2012), “The changing role of librarians in the digital world: adoption of web
2.0 technologies by Pakistani librarians”, The Electronic Library, Vol. 30 No. 4, pp. 469-479.
Arshad, A. and Ameen, K. (2015), “Usage patterns of Punjab university library web site: a transactional
log analysis study”, The Electronic Library, Vol. 33 No. 1, pp. 65-74.
Awwad, M.S. and Al-Majali, S.M. (2015), “Electronic library services acceptance and use: an empirical
validation of unified theory of acceptance and use of technology”, The Electronic Library, Vol. 33
No. 6, pp. 1100-1120.
Barnes, B. (2012), “Use and acceptance of information and communication technology among
laboratory science students”, Doctoral thesis, Walden university, Minneapolis, MN.
Chang, S.S., Lou, S.J., Cheng, S.R. and Lin, C.L. (2015), “Exploration of usage behavioral model
construction for university library electronic resources”, The Electronic Library, Vol. 33 No. 2,
pp. 292-307.
Chasul and Nirban, V.S. (2014), “New media technology acceptance by students of undergraduate
Downloaded by INSEAD At 01:22 16 May 2018 (PT)

language and communication courses”, Paper Presented at the MOOC, Innovation and
Technology in Education (MITE ‘14), IEEE International Conference, available at: 10.1109/
MITE.2014.7020242 (accessed 20 May 2015).
Chen, J.L. (2011), “The effects of education compatibility and technological expectancy on e-learning
acceptance”, Computers & Education, Vol. 57 No. 2, pp. 1501-1511.
Cooper, C.R. and Schindler, P.S. (2008), Business Research Methods, 10th ed., McGraw-Hill, Boston, MA.
Creswell, J.W. (2003), Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 2nd
ed., Sage Publications, Thousand Oaks, CA.
Decman, M. (2015), “Modeling the acceptance of e-learning in mandatory environments of higher
education: the influence of previous education and gender”, Computers in Human Behavior,
Vol. 49, pp. 272-281.
Demissie, D.H. (2011), “Investigating users’ acceptance of a learning community management system
(LCMS) in the commonwealth of the Bahamas: the unified theory of acceptance and use of
technology (UTAUT) framework approach”, Doctoral thesis, State University of New York,
Albany, NY.
Deng, S., Liu, Y. and Qi, Y. (2011), “An empirical study on determinants of web-based question-answer
services adoption”, Online Information Review, Vol. 35 No. 5, pp. 789-798.
Frankfort-Nachmias, C. and Nachmias, D. (2008), Research Methods in the Social Sciences, 7th ed.,
Worth Publishers, New York, NY.
George, D. and Mallery, M. (2010), SPSS for Windows Step by Step: A Simple Study and Reference, 11th
ed., Pearson Publisher, New York, NY.
Goh, W.W., Hong, J.L. and Gunawan, W. (2013), “Exploring students’ perceptions of learning management
system: an empirical study based on TAM”, Paper Presented at the Teaching, Assessment and
Learning for Engineering (TALE ‘13), IEEE International Conference, available at: http://ieeexplore.
ieee.org/xpls/abs_all.jsp?arnumber=6654463&tag=1 (accessed 22 June 2015).
Gruzd, A., Staves, K. and Wilk, A. (2012), “Connected scholars: examining the role of social media in
research practices of faculty using the UTAUT model”, Computers in Human Behavior, Vol. 28
No. 6, pp. 2340-2350.
Hair, J.F., Black, W.C., Babin, B.J. and Anderson, R.E. (2009), Multivariate Data Analysis, 7th ed.,
Prentice Hall, Upper Saddle River, NJ.
Hrtonova, N., Kohout, J., Rohlíkova, L. and Zounek, J. (2014), “Factors influencing acceptance of e-
learning by teachers in the Czech Republic”, Computers in Human Behavior, Vol. 30 No. 11,
pp. 1-7.
 Iqbal, M. (2014), “Factors affecting the students’ selection and use of web sites”, MPhil thesis, Web-based
University of the Punjab-Lahore, Lahore.
services
Jaradat, M.I. and Banikhaled, M. (2013), “Undergraduate students’ adoption of web site-service quality
by applying the unified theory of acceptance and use of technology (UTAUT) in Jordan”,
International Journal of Interactive Mobile Technologies (IJIM), Vol. 7 No. 3, pp. 22-29.
Kayani, M.B., Haq, M.E., Perwez, M.R. and Humayun, H. (2011), “Analyzing barriers in e-government
implementation in Pakistan”, International Journal for Infonomics, Vol. 4 Nos 3/4, pp. 494-500.
Khan, F.A. and Ahmad, B. (2015), “Factors influencing electronic government adoption: perspectives of
less frequent internet users of Pakistan”, International Journal of Scientific & Technology
Research, Vol. 4 No. 1, pp. 1-10.
Khan, T., Zahid, A. and Rafiq, M. (2014), “Usability evaluation of university of management and
technology library Lahore web site: a survey of user satisfaction”, Pakistan Library and
Information Science Journal, Vol. 45 No. 4, pp. 30-41.
Kim, Y.M. (2011), “Factors affecting university library web site design”, Information Technology and
Libraries, Vol. 30 No. 3, pp. 99-108.
Lai, C., Wang, Q. and Lei, J. (2012), “What factors predict undergraduate students’ use of technology for
Downloaded by INSEAD At 01:22 16 May 2018 (PT)

learning? A case from Hong Kong”, Computers & Education, Vol. 59 No. 2, pp. 569-579.
Mahmood, K. (2008), “Library web OPACs in Pakistan: an overview”, Program, Vol. 42 No. 2, pp. 137-149.
Maldonado, U.P.T., Khan, G.F., Moon, J. and Rho, J.J. (2011), “E-learning motivation and educational
portal acceptance in developing countries”, Online Information Review, Vol. 35 No. 1, pp. 66-85.
Malik, A. and Mahmood, K. (2009), “Web search behavior of university students: a case study at
university of the Punjab”, Webology, Vol. 6 No. 2, pp. 1-14.
Marchewka, J.T., Liu, C. and Kostiwa, K. (2007), “An application of the UTAUT model for
understanding student perceptions using course management software”, Communications of the
IIMA, Vol. 7 No. 2, pp. 93-103.
Mirza, M.S. and Mahmood, K. (2009). “Web-based services in university libraries: a Pakistani
perspective”, Library Philosophy and Practice, pp. 1-5.
Nazari, F., Khosravi, F. and Babalhavaeji, F. (2013), “Applying Rogers’ diffusion of innovation theory to
the acceptance of online databases at university zone of Iran”, Malaysian Journal of Library &
Information Science, Vol. 18 No. 3, pp. 25-38.
Nirban, V.S. and Chasul, (2014), “Learning management system acceptance behavior of students in higher
education”, Paper Presented at IEEE International Conference on MOOC, Innovation and Technology
in Education (MITE ‘14), available at: http://ieeexplore.ieee.org/xpl/login.jsp?tp=&arnumber=
7020251&url=httppercent3Apercent2Fpercent2Fieeexplore.ieee.orgpercent2Fxplspercent2Fabs_all.
jsppercent3Farnumberpercent3D7020251 (accessed 27 June 2015).
Oshlyansky, L., Cairns, P. and Thimbleby, H. (2007), “Validating the unified theory of acceptance and
use of technology (UTAUT) tool cross-culturally”, in Ramduny-Ellis, D. and Rachovides, D.
(Eds), Proceedings of the 21st BCS HCI Group Conference HCI 2007, 3-7 September 2007,
Lancaster University, Lancaster, available at: http://dl.acm.org/citation.cfm?id=1531429
(accessed 30 June 2015).
Rafiq, M. and Ameen, K. (2012), “Use of digital media and demand for digitized contents in higher
education sector of Pakistan”, The International Information & Library Review, Vol. 44 No. 3,
pp. 116-122.
Rahman, A.L.A., Jamaludin, A. and Mahmud, Z. (2011), “Intention to use digital library based on
modified UTAUT model: perspectives of Malaysian postgraduate students”, World Academy of
Science, Engineering and Technology, Vol. 5 No. 3, pp. 51-57.
Raman, A., Don, Y., Khalid, R. and Rizuan, M. (2014), “Usage of learning management system (Moodle)
among postgraduate students: UTAUT model”, Asian Social Science, Vol. 10 No. 14, pp. 186-192.
 EL Rehman, A. and Shafique, F. (2011), “Use of Web 2.0 and its implications for libraries: perceptions of
information professionals in Pakistan”, available at: www.Webpages.uidaho.edu/Mbolin/
rehman-shafique.htm (accessed 20 March 2015).
Saeed, S. and Shabbir, S. (2014), “Web site usability analysis of non-profit organizations: case
study of Pakistan”, International Journal of Public Administration in the Digital Age, Vol. 1
No. 4, pp. 1-14.
Sekaran, U. and Bougie, R. (2010), Research Methods for Business: A Skill Building Approach, 5th ed.,
Wiley, London.
Singeh, F.W., Abrizah, A. and Karim, N.H.A. (2013), “Malaysian authors’ acceptance to self-
archive in institutional repositories: towards a unified view”, The Electronic Library,
Vol. 31 No. 2, pp. 188-207.
Taiwo, A.A. and Downe, A.G. (2013), “The theory of user acceptance and use of technology (UTAUT): a
meta-analytic review of empirical findings”, Journal of Theoretical & Applied Information
Technology, Vol. 49 No. 1, pp. 48-58.
Talebian, S., Mohammadi, H.M. and Rezvanfar, A. (2014), “Information and communication technology
(ICT) in higher education: advantages, disadvantages, conveniences and limitations of applying
Downloaded by INSEAD At 01:22 16 May 2018 (PT)

e-learning to agricultural students in Iran”, Procedia - Social and Behavioral Sciences, Vol. 152,
pp. 300-305.
Tan, P.J.B. (2013), “Applying the UTAUT to understand factors affecting the use of English e-learning
web sites in Taiwan”, SAGE Open, Vol. 3 No. 4, pp. 1-12.
Tosuntas, S.B., Karadag, E. and Orhan, S. (2015), “The factors affecting acceptance and use of
interactive whiteboard within the scope of FATIH project: a structural equation model based on
the unified theory of acceptance and use of technology”, Computers & Education, Vol. 81,
pp. 169-178.
van Schaik, P. (2009), “Unified theory of acceptance and use for web sites used by students in higher
education”, Journal of Educational Computing Research, Vol. 40 No. 2, pp. 229-257.
Venkatesh, V., Morris, M.G., Davis, G.B. and Davis, F.D. (2003), “User acceptance of information
technology: toward a unified view”, MIS Quarterly, Vol. 27 No. 3, pp. 425-478.
Wong, K., Russo, S. and McDowall, J. (2012), “Understanding early childhood student teachers’
acceptance and use of interactive whiteboard”, Campus-Wide Information Systems, Vol. 30
No. 1, pp. 4-16.
Yamane, T. (1967), Elementary Sampling Theory, Prentice-Hall, Englewood Cliffs, NJ.

Further reading
Hayes, A.F. (2013), Introduction to Mediation, Moderation, and Conditional Process Analysis: A
Regression-Based Approach, Guilford Press, New York, NY.
Simeonova, B., Bogolyubov, P., Blagov, E. and Kharabsheh, R. (2014), “Cross-cultural validation of
UTAUT: the case of university VLEs in Jordan, Russia and the UK”, Electronic Journal of
Knowledge Management, Vol. 12 No. 1, pp. 25-34.

About the authors

Dr Muhammad Arif is serving at the School of Information Management Sun Yat-Sen University,
China. He has published more than 16 research publications and has presented research at national
and international conferences. He is also the two-time winner of an international research paper
contest organized by the Special Interest Group on International Information Issues (SIG-III),
Association for Information Science & Technology (ASIS&T). Muhammad Arif is the corresponding
author and can be contacted at: muhammad_arifpk@yahoo.com
Kanwal Ameen is a Professor in Information Management and Chairperson of the Department of
Information Management, University of the Punjab, Lahore-Pakistan. She is a dynamic, innovative
 and committed person who is known nationally and internationally in library and information Web-based
science, and has received many international and national awards/scholarships. Dr Ameen has
produced more than 80 publications for international refereed journals, conference proceedings and services
as book chapters. She is also the Chief Editor of Pakistan Journal of Library and Information Science.
Dr Muhammad Rafiq is serving as an Associate Professor at Department of Information
Management, University of the Punjab, Lahore, Pakistan. He has published more than 30 research
publications and book chapters in international journals and book series. He has over 15 years of
experience of teaching and serving national and international organizations including USAID. He has
also won some international awards on his credentials: The Jay Jordan IFLA-OCLC Early Career
Development Fellowship, USA; Winner of 2009 International Research Paper Contest of American
Society of Information Science and Technology (ASIS&T); and Associate to Mortenson Center for
International Library Programs, USA.
Downloaded by INSEAD At 01:22 16 May 2018 (PT)

For instructions on how to order reprints of this article, please visit our website:
www.emeraldgrouppublishing.com/licensing/reprints.htm
Or contact us for further details: permissions@emeraldinsight.com