E-Learning Adoption in Bangladesh: The Role of Perceived Enjoyment, Self-Efficacy, and Internet Connectivity

Shah Md. Safiul Hoque, Md. Awal Al Kabir, Jeremy Brown

2026

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DOI 10.70725/695253rcoupb
Data confidence 70 medium
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Abstract

The rapid digital transformation of education has underscored the growing importance of e-learning, particularly in developing countries where internet infrastructure and access still remain as significant challenges. This study investigates the factors influencing e-learning adoption among university students in Bangladesh, focusing on perceived enjoyment, self-efficacy, computer anxiety, and internet connectivity within the framework of the Technology Acceptance Model (TAM). The model is extended by combining phycological constructs – perceived enjoyment, self-efficacy, and computer anxiety along with internet connectivity as a contextual moderator. A structured online survey was conducted with 282 students from various higher education institutions and the data were analyzed using structural equation modeling and moderation analysis. The findings reveal that perceived enjoyment and self-efficacy significantly enhance both perceived usefulness and ease of use, which in turn positively influence students’ behavioral intention to adopt e-learning platforms. Interestingly, computer anxiety and prior e-learning experience did not show significant effects suggesting that increased exposer to tools during the COVID-19 pandemic may have alleviated anxiety-related barriers. While internet connectivity was found directly influences behavioral intention to adoption, it did not moderate the relationship between perceived ease of use and behavioral intention. This study contributes to the literature by refining TAM for low-resource settings and highlighting the importance of motivational and confidence related factors in promoting e-learning adoption. It offers practical insights for educators, policymakers, and developers aiming to enhance digital learning environments in developing regions. Emphasis should be placed on designing intuitive, engaging platforms and providing technological support that builds digital confidence among students. However, the study is limited by its cross-sectional design and geographic focus, which may affect the generalizability of the findings. Future research should consider longitudinal and comparative studies across different developing countries to further confirm and contribute to the model. Keywords: E-learning adoption, Technology Acceptance Model (TAM), perceived enjoyment, self-efficacy, internet connectivity, developing countries