Factors influencing behavioral intention to use adaptive learning systems: Integrating self-determination theory and the unified model of technology acceptance

Adaptive Learning System (ALS) is one of the useful learning tools that has emerged in the technological innovation of the educational sector. Many schools and universities have adopted it for academic use since the prompt of online learning. However, the relative evaluation of ALS has been undermined in the current generation - especially among developing countries. The purpose of this study was to analyze the variables affecting the actual academic use of online ALS among students. A total of 638 students from the Philippines answered an online survey of 50-item questions derived from the eleven constructs used in this study, which were analyzed simultaneously using Structural Equation Modeling. This study utilized two important theories, integrating both the Self-Determination Theory and the Unified Theory of Acceptance and Use of Technology Use in ALS acceptance. The findings showed that autonomy, competence, price value, and facilitating conditions were the significant factors in student's behavioral intention to use the ALS. Since developing countries are trying to adapt to the current trends among developed countries, it was suggested that developers may need to make their ALS accessible through other gadgets like smartphones and tablets. The findings of this study can contribute to the educational context of digital learning to meet the needs of the students by increasing their behavioral intentions to use ALS. Further, the results provided insights and suggestions to universities and ALS developers to collaborate on improving the ALS for the student's welfare in learning.