Context Matters: Exploring the Structural Relationships Between ICT Usage, Support, Perceived Usefulness, Intention to Use, and Learning Motivation

Abstract Previous research has extensively explored the integration of Information and Communication Technology (ICT) in education. However, much of previous research has not differentiated between the environments where ICT is used, particularly in terms of its perceived usefulness in school versus at home. This gap in understanding the contextual influence of ICT on students’ learning motivation forms the basis for this study. In particular, this research aims to clarify how different environments influence the effectiveness of ICT in motivating students. Using data from 737 high school students, collected through two surveys, and employing Structural Equation Modeling, the study found that ICT usage in schools is positively linked to its perceived usefulness in both school and home environments. Additionally, ICT support from teachers enhances the perceived usefulness of ICT in both contexts. Furthermore, the perceived usefulness of ICT in both school and home environments significantly predicts students’ intentions to use ICT. However, only the perceived usefulness of ICT at home significantly predicts learning motivation, contrary to initial expectations that school-related ICT would also be a significant predictor. These findings suggest that enhancing students’ learning motivation through ICT integration may require more emphasis on the home environment. The implications for educational policy and practice are discussed, emphasizing a more efficient strategy in incorporating ICT into education.