An integrated approach using social support theory and technology acceptance model to investigate the sustainable use of digital learning technologies.

The present study explored the determinants influencing students' intentions towards utilizing digital learning technologies (DLTs). It proposes a holistic view model for students' utilization of digital learning technologies by integrating social support theory and the "Technology Acceptance Model" (TAM). Data were gathered from 262 students of the University of Ha'il through utilizing a questionnaire.

Modelling the effects of perceived system quality and personal innovativeness on the intention to use metaverse: a structural equation modelling approach.

The metaverse, an interactive and immersive 3D virtual environment, has recently become popular and is widely used in several fields, including education. However, the successful use of metaverse relies on the extent to which users intend to adopt and use it. Close examination of this critical issue reveals a lack of research that examines the effects of certain factors on users' intentions toward using metaverses.

An integration of expectation confirmation model and information systems success model to explore the factors affecting the continuous intention to utilise virtual classrooms.

Virtual classrooms have recently gained significant consideration in educational institutes and universities due to their potential to encourage and support students' learning activities. Although recent research has focused extensively on online learning, virtual classrooms and the factors affecting their continuous use have garnered little attention, especially in Arab Gulf countries such as Saudi Arabia. Thus, this study integrates the expectation confirmation model and the information systems success model to assess the factors affecting students' continuous intention to utilise virtual classrooms in higher education.

Modelling the effects of emotional engagement and peer interaction on the continuous intention to use asynchronous e-learning.

Even though asynchronous e-learning has become popular among universities, few studies have examined how students intend to continue using it for their learning. This study proposed a theoretical model that aims to examine the effects of external factors-emotional engagement and peer interaction-and two constructs of technology acceptance model (TAM) on students' continuous intention to use asynchronous e-learning. A total of 259 students participated in a survey.