Determinants of Students' Smartphone Acquisition Intentions as Tools for Digital and Online Learning

Abstract

The widespread proliferation of smartphones has fundamentally altered educational landscapes, particularly in how students access digital and online learning resources. This study investigates the determinants of students' intentions to acquire smartphones as instruments for digital and online learning. Grounded in the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT2), the research examines key constructs including perceived usefulness, perceived ease of use, social influence, hedonic motivation, price-value perception, and facilitating conditions as predictors of smartphone acquisition intention. A quantitative survey approach was employed, collecting data from 320 university students through a structured questionnaire. Results from structural equation modeling (SEM) revealed that perceived usefulness, social influence, and hedonic motivation were the most significant predictors of acquisition intention, while price-value perception and facilitating conditions also demonstrated meaningful effects. Perceived ease of use, though positively associated, did not reach statistical significance. The findings contribute theoretically to the understanding of technology adoption in educational contexts and offer practical implications for institutions, policymakers, and EdTech developers seeking to promote equitable access to digital learning tools. The study recommends targeted institutional support, affordable device programs, and robust digital infrastructure to enhance students' ability to leverage smartphones effectively for academic purposes.