ABSTRACT

This study focuses on students from vulnerable communities who are at the bottom 40% of the population income distribution in a developing country. These students are more likely to face challenges in accessing quality education, with many having a high propensity to drop out of school. Computer-aided education is one way to increase academic enthusiasm and creativity amongst these students to enable them to complete their studies and acquire skills for an information-driven society. Drawing upon the Unified Theory of Acceptance and Use of Technology (UTAUT) model, this study examines the key factors influencing computer use for learning amongst students and if a computer-aided learning experience can lead to improved academic enthusiasm and creativity. Primary data collected from 414 primary school students from the targeted segment of the population was analysed using the partial least squares structural equation modelling technique (PLS-SEM). The findings revealed that performance expectancy, social influence, and facilitating conditions determined students’ computer use for learning. Additionally, computer use for learning influenced the academic enthusiasm and creativity of students. The findings offer insights on the potential implications in the formulation of computer-based education initiatives for students from a vulnerable group in a developing country context.