Electronic library services acceptance and use: An empirical validation of unified theory of acceptance and use of technology

The purpose of this study is to apply the unified theory of acceptance and use of technology (UTAUT) model in the context of electronic library services in public Jordanian universities. This study investigated the determinants of use behaviour (UB) regarding electronic library services, and the moderating effects of age, gender, experience, education level and academic discipline on the relationships between the determinants and behavioural intention (BI).

Quantitative data were collected, through a questionnaire instrument from a sample of 575 students. Statistical analysis of the study’s model was conducted using the structural equation modelling technique.

Empirical examination of the model’s hypotheses indicated that students’ “intention to use” electronic library services is dependent on performance expectancy (PE), effort expectancy (EE) and social influence (SI), while students’ “use behaviour” is dependent on facilitating conditions (FCs) and intention to use. The effect of PE on BI was significant for younger, undergraduate and social sciences discipline students, while EE was significant for older and applied discipline students.

Library directors should design promotional campaigns directed to younger, undergraduate and social academic discipline studentsto promote the efficiency of electronic libraries. Faculty members can be targeted with these promotional campaigns to exert influence on the desired effect on students’ intentions toward using the electronic library. Easier-to-use technology and training courses for older and applied academic discipline students are necessary. It is important to ensure that the physical facilities and technical support provide students with needed assistance. Online help should be available.

This study empirically validated the UTAUT model in the context of electronic library services within an Arab culture. The study also investigated the moderating effects of students’ characteristics, including age, gender and experience, in addition to education level and academic discipline, as new affects.