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Extending the UTAUT Model with Service Quality to Assess Moodle LMS Acceptance in Ghanaian Colleges of Education

Daniel Paa Korsah 1 * ,
Justice Kwame Wireko-Ampem 2,
Irene Forson 1
1 Komenda College of Education, GHANA2 Berekum College of Education, GHANA* Corresponding Author
Interdisciplinary Educational Technology, 2(1), 2026, e107, https://doi.org/10.71176/interedtech/17900
Publication date: Feb 12, 2026
Research Article
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ABSTRACT

This study aimed to increase understanding of how the Unified Theory of Acceptance and Use of Technology (UTAUT) constructs and service quality of Moodle Learning Management System (LMS) influence its acceptance among college of education students. The UTAUT model was extended to include service quality, capturing technical support, system reliability, and user satisfaction, which is crucial in Ghanaian Colleges of Education, where LMS effectiveness depends on institutional support and service delivery. The study was guided by three research questions examining students’ perceptions of key UTAUT constructs, service quality, behavioural intention, and use behaviour in relation to Moodle LMS in Ghanaian Colleges of Education. It also explored the influence of performance expectancy, effort expectancy, and social influence on behavioural intention, as well as the effects of facilitating conditions, service quality, and behavioural intention on actual use behaviour. A descriptive and confirmatory cross-sectional survey design was employed for the study. Multi-stage sampling approach was used to select a sample of 382 students for the research. A questionnaire was designed to assess students’ perceptions of performance expectancy, effort expectancy, social influence, facilitating conditions, service quality, behavioural intention, and use behaviour. Structural Equation Modelling (SEM) was used to analyse relationships of the effects of UTAUT constructs and service quality on behavioural intentions and use behaviour. The results indicated a positive but weak influence of performance expectancy and effort expectancy on behavioural intentions. Social influence, however, had a strong effect on behavioural intentions while service quality had a moderate effect on use behaviour of students to use Moodle LMS. The study suggests that colleges of education should prioritize strategies that leverage social influence, such as peer support and instructor endorsements as well as the service quality, to enhance students' intentions to use Moodle LMS.

KEYWORDS

Moodle UTAUT technology acceptance learning management system service quality

CITATION (APA)

Korsah, D. P., Wireko-Ampem, J. K., & Forson, I. (2026). Extending the UTAUT Model with Service Quality to Assess Moodle LMS Acceptance in Ghanaian Colleges of Education. Interdisciplinary Educational Technology, 2(1), e107. https://doi.org/10.71176/interedtech/17900
Harvard
Korsah, D. P., Wireko-Ampem, J. K., and Forson, I. (2026). Extending the UTAUT Model with Service Quality to Assess Moodle LMS Acceptance in Ghanaian Colleges of Education. Interdisciplinary Educational Technology, 2(1), e107. https://doi.org/10.71176/interedtech/17900
Vancouver
Korsah DP, Wireko-Ampem JK, Forson I. Extending the UTAUT Model with Service Quality to Assess Moodle LMS Acceptance in Ghanaian Colleges of Education. Interdisciplinary Educational Technology. 2026;2(1):e107. https://doi.org/10.71176/interedtech/17900
AMA
Korsah DP, Wireko-Ampem JK, Forson I. Extending the UTAUT Model with Service Quality to Assess Moodle LMS Acceptance in Ghanaian Colleges of Education. Interdisciplinary Educational Technology. 2026;2(1), e107. https://doi.org/10.71176/interedtech/17900
Chicago
Korsah, Daniel Paa, Justice Kwame Wireko-Ampem, and Irene Forson. "Extending the UTAUT Model with Service Quality to Assess Moodle LMS Acceptance in Ghanaian Colleges of Education". Interdisciplinary Educational Technology 2026 2 no. 1 (2026): e107. https://doi.org/10.71176/interedtech/17900
MLA
Korsah, Daniel Paa et al. "Extending the UTAUT Model with Service Quality to Assess Moodle LMS Acceptance in Ghanaian Colleges of Education". Interdisciplinary Educational Technology, vol. 2, no. 1, 2026, e107. https://doi.org/10.71176/interedtech/17900

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