Keywords
Unified Theory of Acceptance and Use of Technology (UTAUT)
Partial Least Squares Structural Equation Modeling (PLS-SEM)
tablet
behavioral intention
How to Cite
Abstract
This study explores the factors influencing Saudi primary school students’ intention to use tablet personal computers (TPCs) in education, with a focus on gender differences. Data were collected from 279 students across 20 public schools and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) and multi-group analysis (MGA). The results showed that performance expectancy significantly predicts behavioral intention in both male and female students, indicating a shared belief in the educational benefits of TPCs. Social influence had a significant negative effect only among females, suggesting possible societal or familial hesitation. Hedonic motivation had a stronger impact on females than males, indicating gender differences in how enjoyable use drives intention. In both groups, behavioral intention significantly predicted actual TPC usage. Other factors, such as effort expectancy, facilitating conditions, and habit, showed limited or no significant effects. These findings provide new insights into gendered patterns of technology adoption among young learners in a Middle Eastern context and highlight the importance of designing gender-responsive digital learning strategies.
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