Abstract:
This study investigates the factors influencing the adoption of e-learning platforms
among undergraduate students in Sri Lankan state universities, guided by the Unified
Theory of Acceptance and Use of Technology (UTAUT). Despite the potential of
these platforms to enhance educational accessibility and flexibility, their adoption
remains inconsistent. A quantitative approach was employed, collecting data from
384 undergraduates across all the 17 state universities using a structured
questionnaire and a cluster sampling technique. Data analysis involved descriptive
statistics, correlation, and multiple regression analysis using SPSS. The results
revealed that performance expectancy (r = 0.859, β = 0.406, p < 0.001) and social
influence (r = 0.851, β = 0.375, p < 0.001) were the strongest positive predictors of
platform usage. Effort expectancy also had a significant, though weaker, impact (r =
0.759, β = 0.103, p = 0.013). Interestingly, while facilitating conditions showed a
strong bivariate correlation (r = 0.800, p < 0.001), it was not a significant predictor in
the regression model (β = 0.059, p = 0.247). The study concludes that students'
adoption is primarily driven by the perceived academic benefits and social
encouragement, rather than just ease of use or infrastructure. These findings extend
the UTAUT model in a context of a developing country, highlighting the paramount
importance of performance perceptions and social norms. For practitioners, the study
recommends that universities focus on communicating clear academic advantages,
fostering supportive social networks, and providing faculty training to enhance e-learning engagement, alongside ensuring baseline facilitating conditions.
