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International Journal of Scientific Engineering and Science
Volume 6, Issue 8, pp. 18-23, 2022. ISSN (Online): 2456-7361
18
http://ijses.com/
All rights reserved
The Effect of ICT Use on Student Engagement in
Moroccan Universities: An Exploratory Qualitative
Study
TAMER Hind1, KNIDIRI Zakaria2
1L-Qualimat-GRTE-DS, Cadi Ayyad University, Marrakech, Morocco
2L-Qualimat-GRTE-DS, Cadi Ayyad University, Marrakech, Morocco
Abstract— This article presents a qualitative study by Nvivo12 software among students belonging to the different higher education institutions
and which [18]. It allows respondents to express their views, opinions and make suggestions [15], in addition, this article examines and
explores the engagement of students using ICTE, this will allow us to find out the barrier of ICTE use from the students' point of view in order to
present an overview and find out the common variables that need to be addressed carefully.
Keyword— ICTE, UTAUT, University, Engagement.
I. INTRODUCTION
Various technology adoption studies have used the original
UTAUT model, while others have also included added
constructs to achieve a comprehensive framework for ICTE
adoption. In this research, the UTAUT model [18] is used and
enhanced to test the impact of adoption and acceptance of
ICTE on students. In this paper, we will adopt the UTAUT
model [18] to measure the impact of ICTE adoption and
acceptance on student engagement, which seems to be the
most appropriate model for our research, through a qualitative
study with higher education students belonging to different
universities.
The conceptual model is integrated in a renewed
theoretical perspective. Indeed, it takes into consideration the
causal relationship between the three dimensions of
acceptance, namely: the intention to use, the use of the
technology and the Engagement of the students to it. In
addition, the model also incorporates the influence of student
sociodemographic characteristics, facilitating conditions, and
technology use on the overall acceptance process. UTAUT has
advanced research on individual acceptance by unifying
theoretical perspectives common to the literature and
incorporating four moderators to account for dynamic
influences, including gender, age, experience, and voluntary
use [19]. It seems reasonable to assume that the UTAUT could
be used to study the acceptance and use of information and
communication technologies for teaching. We are based on the
unified theory to build our model.
Direct determinants of the intention of behavior to use
information and communication technology "ICTE" for
teaching are included in the model, namely performance
expectancy, effort expectancy, social influence, and
facilitating conditions. Technology use behavior will be
predicted by behavioral intention, and finally the direct
determinant of student engagement will be ICTE use behavior.
In addition, the model contains four moderating variables that
affect the direct determinants: gender, age, experience, and
voluntary use. The research model has several constructs the
definitions of these constructs are listed in the following table,
which presents the different factors studied in related research
studies on technology adoption.
TABLE I: Actors Used to Examine the Use of ICT
Construct
Description
Sources
Performance
expectation
The extent to which an individual believes
that using the system will help him or her
achieve gains in job performance
[18]
Effort
expectation
The degree of ease associated with using a
System
[18]
Social influence
The extent to which an individual perceives
that
[18]
Facilitating
conditions
Others think he or she should use the new
system.
[18]
Behavioral
intention
The extent to which an individual believes
that
[18] [9]
Finally, based on this literature review, we can propose a
first attempt at modeling this research work, presented in the
figure below.
Fig. 1. First Test of the Conceptual Model of the Research
II. RESEARCH METHODOLOGY
The purpose of this exploratory qualitative study is to
allow us to propose a conceptual model in the context of
Moroccan universities.
According to [12], focus groups generate data that may not
emerge in individual interviews or surveys. In addition, the
focus group allows us to better understand the opinions,
beliefs, and suggestions of the members on the research topic.
In this study, the Focus group method was used to gather in-
depth information about the concepts of the research model.
International Journal of Scientific Engineering and Science
Volume 6, Issue 8, pp. 18-23, 2022. ISSN (Online): 2456-7361
19
http://ijses.com/
All rights reserved
The sample of the study consisted of 24 students in different
universities that use ICTE services, it is divided on three
groups. The focus group consisted of eight members
representing different ages, education levels, and jobs.
Before the discussions began, all members were informed
about the recording device (digital audio recorder) to help us
analyze the discussions. We also informed all participants that
the information provided would be used to meet the
requirements of the research and that it would be treated in the
strictest confidence. The session began with a presentation of
background information on the topic and the objectives of the
research. Then, an open discussion was held to welcome any
questions about the research. We also shared some guidelines
to motivate participants to respond during the session. A semi-
structured method was used in the discussion in order to not be
too detailed and focused on the topic regarding the intention to
use ICT services. All members were encouraged to respond
freely in their own words to open-ended questions. This took
about two hours for each group.
III. RESULTS OF THE STUDY
The statements of the interviewees were processed by a
word frequency analysis on the Nvivo 12 software. The
purpose of this analysis is to highlight the most important
words in the respondents' speeches (table below). Then a
textual research analysis on these words was elaborated to
extract the synapses that allowed us to understand in which
context these concepts were used.
TABLE II: Word Frequency Extract
Variables
Frequency
of words
relative to
model
variables
Percentage
Similar words
Intent and usage
behavior
138
8,51
using,
Effort
expectation
117
7,22
Easy, easy, Facilitating,
facilitates, facilitating, Fast,
fast, fast, fast, Effective,
effective
Engagement
112
6,91
Engaging, engaged, engaging,
engaged, engaged, Fun, fun,
fun, Experience, experiences,
Interactive, interaction,
Attentive
Social influence
72
4,44
Student, students, Teachers,
Parents, Teachers, friends
Performance
expectancy
41
2,53
Useful, useful, usefulness
Facilitating
conditions
40
2,47
Knowledge, knowledge,
Resource, resources
Source: Word frequency query "NVIVO 12 software
1. The Use of Information and Communication Technologies
for Teaching
For the keywords of each variable, the same frequency
analysis was performed. Here is a summary that clearly shows
that the interviewees are strongly concentrated on the words
"usefulness", "easy", "useful", "teacher" and "knowledge".
To further understand the context in which these words
were used, we proceeded with a textual analysis using a query
via Nvivo12 software. This query allowed us to display the
sentences that precede and follow each word.
1.1. Performance Expectations
Respondents were also asked about performance
expectations in the Moroccan context. Their views were
analyzed by performing the word search, the word "useful"
was repeated 41 times with a frequency of 2.53% and which is
illustrated in the following figure and describes the views of
respondents.
➢ THE WORD « USEFUL»
In this study, performance expectancy is used as the degree
to which students believe that using ICT for educational
purposes will help them improve their academic performance
[17]. The following arguments result from the discussion
among the participants:
All participants agreed that the use of ICT for education
will definitely improve their performance faster and more
effectively.
All participants confirmed that the use of ICT for useful
educational purposes will enable students to meet their
educational needs more effectively than in the traditional
course. ICT allows any user to have access to study service 24
hours a day, 7 days a week without having to come to the
universities.
All participants recognized the usefulness of ICTE services
in general and mentioned the university's efforts to be part of
the global information age. They also expressed appreciation
for the university's efforts and tremendous financial support
for ICT programs and platforms. These findings are consistent
with numerous studies in other developing country contexts
that have shown that performance expectancy is a strong
predictor of behavioral intention [3].
Based on the above arguments, performance expectancy
had a significant influence on behavioral intention (BI) to use
ICT services.
TABLE III: Presentation Of "Expected Performance" Verbatims
References
Verbatims
Interview 5
G1
"I would say it's convenient, it helps me get things done
faster and for practical reasons".
Interview 2
G2
"Information and communication technology allows any user
to access courses 24/7 without having to go to a physical
location.
Interview 3
G3
"ICTE puts all students on the same level and guarantees
them the full enjoyment of their rights of a good education.
Interview 8
G2
"I used ICTE three years ago, and I found it very useful to
avoid travel".
Interview 5
G1
"I have found that ICTE has two advantages: high quality and
time saving, so I recommend others to use it".
Interview 8
G2
"I advise everyone to use ICT services and save their time
and effort and therefore greater usefulness".
1.2. Effort Expectancy
The frequency of the word "Easy", which is the word most
cited by the interviewees and which was repeated 66 times
when expressing their expectations of effort towards the use of
information and communication technologies for teaching.
➢ THE WORD « EASY »
In this study, effort expectancy is defined as the degree of
comfort related to students' use of ICTE [17], the following
International Journal of Scientific Engineering and Science
Volume 6, Issue 8, pp. 18-23, 2022. ISSN (Online): 2456-7361
20
http://ijses.com/
All rights reserved
arguments reflect the members' observations:
The views in the following table were drawn from the
discussion of respondents, all participants expected the use of
ICTE to be easy, they said that anyone with a basic
understanding of ICTE can easily use University Platform...
And all participants agreed that users who are able to use the
services of the university platform successfully will be able to
easily take advantage of the available services so they agreed
that the process of ICTE services is easy to remember,
especially through the accumulated use. These findings are in
line with the work of [1], [19], [2], which postulate that there
are significant differences in the influence of effort expectancy
on individuals' willingness to use ICTE associated with age
and gender differences
Based on the analysis of the results, the evidence indicates
that effort expectancy (EE) positively influences behavioral
intention and use of university ICT services.
TABLE IV: Presentation of "Effort Hope" Verbatims
References
Verbatims
Interview 5
G2
"I have been using ICTE since the beginning of the academic
year and have found it easy and simple to use, therefore I
intend to continue using these services in the future".
Interview 5
G1
"I have been using the ICTE services and I find them easy to
learn and use by everyone".
Interview 8
G3
"I have average knowledge of ICT but I have used the ICTE
services many times successfully, it was so easy even for
inexperienced users".
Interview 3
G2
"Generally anyone with basic knowledge of the internet and
computers can easily use ICTE".
Interview 4
G3
"The ease of use of ICT is one of the reasons why I use it.
1.3. Social Influence
Respondents were also asked about the influence of their
environment in the Moroccan context in relation to their use of
ICT. Their views were analyzed by performing a word search,
the word "teacher" was repeated 15 times with a frequency of
0.75%.
➢ THE WORD " PROFESSORS ".
In our study, social influence is defined as the extent to
which the student perceives the importance of other people's
opinion in believing that she should use ICTE [16], the
following arguments are the findings of the discussion among
the members:
All participants agreed with the argument that the decision
to use ICTE will depend on the opinion of important friends or
colleagues and especially their teachers. One participant
confirmed that the use of ICT for teaching will depend on their
own beliefs and experiences rather than the opinion or
viewpoint of those around them except for the opinion of their
professor which has a significant influence on their decision to
use ICT or watch a MOOC that is related to their traditional
course. In general, the participants mentioned that they consult
their professor regarding the use of ICTE and then decide
whether to use it or not.
In conclusion, the opinions collected by the participants on
perceptions of social influence confirmed that social influence
seems to be a significant factor on the behavioral intention to
use ICTE.
TABLE V: Presentation Des Verbatims « Influence Sociale »
References
Verbatims
Interview 2 G1
"I also think that nothing could be more convincing
than friends who are happy with it. It doesn't force me
to use them. But if I see that my friends are really
happy and satisfied with it, I will use it too.
Interview 1 G1
"I think my likelihood of using it or will change if
my colleagues use it.
Interview 2 G3
"If I have a bad recommendation [...], it will create
even more barriers for me to use ICT".
Interview 4 G2
"I prefer to just listen to a recommendation from
the teachers, on the use of ICTE".
Interview 3 G3
"it is a personal decision and I don't have to follow
anyone to accept or ignore it".
Interview 5 G2
"I depend heavily on the experiences of my
professors and their recommendations and I fearlessly
use any new service provided by our university.
Interview 12 G2
"I used ICTE more than three years ago, during
these years I have encouraged my brothers and
relatives to use ICTE".
Interview 7 G1
"it is a personal decision and I should not follow
anyone to accept or ignore it".
Interview 6 G2
"I would not follow anyone in this era of
knowledge and internet I have the ability and
resources to find out what is the right and wrong
approach, then I will decide what to do and make a
selection".
Interview 7 G3
"When one of my friends uses a new technology
that usually plays a key role in my decision, especially
if they recommend me to use it, I will consider the
importance of using it because I trust my friends.
1.4. FACILITATING CONDITIONS
➢ THE WORD "KNOWLEDGE"
➢ THE WORD "RESOURCES"
With regard to facilitating the conditions and availability of
resources to support the use of information and
communication technologies for education, the comments of
the participants are presented as follows: With regard to
having the necessary resources to use ICT for educational
systems, such as platform computers, access to the Internet ...,
which will facilitate and encourage the use of ICT services
from anywhere in Morocco, students suggest that university
services should be accessible by all and not just students thus
including all users, this implies that the educational sectors
ensure that services are adapted to new modes of delivery.
Participants agreed that the use of ICT services does not
require much experience or a high level of education. They
believed that the normal user with minimal knowledge of ICT
would be able to use ICT services without difficulty.
From the analysis of the results, it is confirmed that
facilitating conditions seem to be a significant factor on the
behavioral intention to use ICT services.
TABLE VI: Presentation Des Verbatims « Conditions Facilitantes »
References
Verbatims
Interview 1 G2
"I think a lot of students have the knowledge and
resources to use ICTE".
Interview 6 G2
"I can access ICTE services anywhere and
anytime and I can access easily".
Interview 6 G3
"I have not had any problems with using ICTE,
but my teacher will help me if I have any
problems".
International Journal of Scientific Engineering and Science
Volume 6, Issue 8, pp. 18-23, 2022. ISSN (Online): 2456-7361
21
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All rights reserved
1.5. Behavioral Intent and Usage Behavior
➢ The word "USE"
According to the UAUT2 model, the actual use of
technology is subject to an individual's interest (behavioral
intention) in it. However, it is important to mention here that
all participants confirmed that they do not notice any
difference between their intention to use ICT and their actual
use of it. Therefore, the two concepts of behavioral intention
and behavior of using ICT for teaching will be discussed as
one concept for these focus groups, all participants recognized
the importance and usefulness of ICT and confirmed that they
had used it since they entered the university. In addition, they
described the advantages and benefits of using ICT services,
such as saving time and effort, saving money, increasing their
performance, increasing their engagement, increasing their
effectiveness of interest. These results agree with those of
several authors who have confirmed that behavioral intention
is a major determinant of mobile service use and usage
behavior as well.
TABL VII: Presentation of "Behavioral Intention and Use Behavior"
Verbatims
References
Verbatims
Interview 3 G2
"I was already using ICTE and I can confirm that
they provide an excellent service, and a successful
experience".
Interview 8 G1
"In the future, I will use all the ICTS services
offered by the university".
2. ENGAGEMENT
For the keywords of the engagement variable, a frequency
analysis was performed. The summary in the table clearly
shows that the interviewees are strongly focused on the words
"fun", "experience", and "attentive".
To further understand the context in which these words
were used we proceeded with a textual analysis through a
query on Nvivo software. This query allowed us to display the
sentences that precede and follow each word.
The contextual mentions of "Engagement" by respondents
in the context of their uses of ICT services, as determined
from a query in the NVIVO software as part of a digital
typographic analysis.
➢ THE WORD « ENGAGEMENT »
Au cours des séances des groupes de discussion, Student
engagement emerged as the primary reason why students felt
they should use ICTE services, with all participants citing it as
an important motivating factor. The results of this study are
consistent with previous studies regarding the main factors of
student engagement, as student engagement is composed of
behavioral, cognitive, and emotional engagement. The fact
that the dimensions influence student engagement is important
to our understanding of students' learning experiences and,
therefore, their success, our results indicate that these feelings
are related to the process of using ICTE services. All
participants agreed that using university ICT services saves
them time and effort, and that they are enjoyable and
interesting to use and had confirmed that they were more
relaxed and engaged in using ICT for educational services
than in the classroom.
It is our impression that the use of a fun use of ICT services
was an important factor in the strong affective engagement
reported by many participants. The research uses the UTAUT2
model as the theoretical engine for this study, our contribution
is to understand the variable "engagement" based on this
model, the resulting analyses of our qualitative study
confirmed that in the Moroccan context the use of ICT will
have an impact on student engagement. Our research model
modifies UTAUT2 by including our explanatory variable
"engagement". We tested our model on a random sample of 24
students forming 3 focus groups of 8 participants, who
belonged to so-called digital universities. These results extend
previous research on the multidimensionality of engagement
by focusing on multiple dimensions [7], [10].
IV. CONCLUSIONS
The main objective of this study was to shed light on the
antecedent variables of ICTE service use and their
relationships with student engagement. In general, the results
reveal that effort expectancy, performance expectancy,
enabling conditions, and social influence, are determinants of
students' intention and use of ICTE services, and enabling
conditions, and behavioral intention are determinants of ICTE
use, finding that behavioral intentions and ICTE use exert an
influence on student engagement.
The results of the performance expectation analysis reveal
that students will consider using ICTE if its use will improve
performance and help them obtain tangible and intangible
benefits from its use. In other words, ICTE is seen as a useful
strategy and tool from which students can gain benefits,
including improving the effectiveness and efficiency of their
uses.
The salient impact of expected effort was also validated in
the proposed research model, as the focus group members
have good prior knowledge of ICTE use and mentioned in
their comments the ease of use, so it is easy for potential ICTE
users to use these services. Students will consider adopting
ICTE if it is easy to use. Thus, the higher the level of ease of
use of these services, the more likely students are to use them.
The results also indicate the importance of social
influence, students will consider adopting ICTE based on the
opinions provided by their significant others and those around
them, friends, colleagues, family members, relatives and their
teachers. Thus, with a higher level of positive opinions from
their social circle, students are more likely to use ICTE
services, and vice versa. Regarding the facilitating conditions,
this factor was found to be very important in the use of ICTE.
It seems that when students perceive that they have adequate
knowledge of the service, an adequate tool, and assistance
from professors to help them solve the difficulties they
encounter when using the services, their intention to use them
is enhanced. In fact, if universities show great interest in
students' needs, students are more likely to adopt ICTE
services.
Then, from the results of the qualitative exploratory study,
we can see that two socio-demographic variables were
rejected, we are talking about the variable age and the variable
experience, from the statements of the interviewees we found
International Journal of Scientific Engineering and Science
Volume 6, Issue 8, pp. 18-23, 2022. ISSN (Online): 2456-7361
22
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All rights reserved
the absence of the moderating role of experience and age
between the variables of UTAUT 2 and the intention of the
adoption of ICTE by students. In addition, the results showed
that the level of study can play a moderating role in the
relationship between the explanatory factors of the intention to
adopt ICTE and the latter, this is explained by the difference
between the level of undergraduate students and master's
students.
Finally, we recall that according to the literature review
dealt with in this research work, only three dimensions were
noted, namely "cognitive Engagement", "affective
Engagement" and "behavioral Engagement".
Based on the literature review and the results of our
qualitative study we were able to establish our second attempt
at enriched conceptual modeling illustrated in the figure
below:
Fig. 2. Essai de modelisation enrichi suite aux resultats de l’etude
Digital transformation is ongoing and far-reaching, with
more and more changes in the structures, values and
perceptions of society. It is imperative that we first understand
what digital transformation means by considering the different
perspectives of the concept and its impacts. Beyond
understanding, the ability to create solid projections of future
developments is crucial for political and business leaders to
adapt and focus their research, policy and resource allocation
efforts. In this research, we have attempted to address this
issue through exploratory and confirmatory study of our
structural model. By identifying the context of digital
transformation and conceptualizing its dimensions, we created
a common rationale and language for leaders within higher
education to discuss emerging trends and projections. The
results showed the potential for a wide range of topics related
to digitalization and digital transformation over the next five
years. The greatest attention should be given-as the study's
experts agreed-to the societal areas of marketing, industries
(etc.), as well as problematic issues such as student behavior,
specifically student engagement, this thesis provides
implications for policymakers and practitioners within higher
education.
This study also contributes to practitioners and will help to
overcome the challenges of all those involved in ICT.
Traditional learning systems will face more difficulties in
maintaining their competitive edge. Practitioners must realize
that new technologies will continue to rapidly change the
higher education environment [7] [14].
Information and communication technologies for teaching
can complement traditional learning methods. The empirical
evidence from this study shows that practitioners and leaders
within the Ministry of Higher Education and Scientific
Research should focus particularly on effort expectation and
hedonic motivation in order to develop their business. They
need to be clear about the amount of effort users need to put in
to using ICT. Beforehand, potential users need to know that
the use of the is easy to learn, clear and understandable, and
easy to use. In addition, the implementation of ICT for
education should aim to provide pleasure and enjoyment in its
use.
It is important to keep in mind the last-mentioned
characteristics, teachers should be aware of the need to adapt
course offerings to the right audience. Thus, social influence
the behavioral decision of users to use information and
communication technology for teaching [11], in this sense
influencers can be used to spread the word to make a
beneficial difference for ICTE adherents.
Another approach is to focus on problem solving. As
mentioned in the literature, in order to use new technologies,
individuals must change their behavior. Practitioners must
consider that potential users are conservative and have
ingrained habits [8]. Therefore, acceptance of technologies
takes time. Once this behavioral change is accepted, the
possibilities that ICTE can offer are limitless. In this case, not
only can ICTE complement traditional learning methods, it
can even replace them [13]. Practitioners must also consider
the transformation of business models used by ICTE. Finally,
the use of ICTE is shifting to a subscription-based business
model. As a result, the value of price is becoming an important
determinant of behavioral intent and, as a result, new
managerial implications will arise.
While the education field has not completely neglected the
ICTE-related conversation, research is currently lacking. With
the results of our study, higher education experts can assess
and identify the technologies and factors associated with
technology use as well as the dimensions of engagement to
focus on. These elements are not necessarily new concepts,
but the data on their impact and feasibility are not well
researched. This study begins to bridge the conversation with
research and, as a result, we hope that it will help many
departments and institutions adapt to digitalization by
identifying multiple ways in which the use of ICT can be
implemented in universities to have increasingly engaged
students.
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