Factors influencing the usage of web‐based video conferencing platforms in knowledge acquisition among students

Abstract

Learning through online systems is currently being used by universities to help students continue to engage in their studies for knowledge acquisition. The core function of web-based learning platforms is to help students worldwide continue receiving their education even in situations like the current COVID-19 crisis. This study examines the factors influencing the usage of web-based video conferencing platforms for knowledge acquisition by determining the relationship between the following topics: types of web-based video conferencing platforms, exposure to web-based video conferencing platforms, awareness of web-based video conferencing platforms, perception of web-based video conferencing platforms, attitude toward web-based video conferencing platforms, and behavioural usage toward web-based video conferencing platforms when acquiring knowledge among students. The study utilises the theory of reasoned action to explain the relationships between the study's variables. A quantitative research design using the survey as the method and the questionnaire as the tool for data collection was used in this research. 290 respondents from a public university in Malaysia participated in the study. The study's findings reveal that attitude, perception, and awareness are the most influential factors that lead to students' usage of web-based video conferencing platforms for knowledge acquisition. The study's results also reveal that attitude is the best predictor of the platform's usage for knowledge acquisition. Additionally, students tend to consider specific web-based video conferencing platforms like Google Meet, Zoom, Skype, and more as their preferred platforms for online learning to acquire knowledge. The findings also show significant relationships among the study's variables. The theory of reasoned action is also supported in this study. © 2023 John Wiley & Sons Ltd.