Factors Affecting Video Conferencing Technology Continuance Intention in Malaysia: A Proposed Conceptual Framework

Abstract

Video Conferencing Technology (VCT) has become essential to e-learning and Online and Distance Learning (ODL), serving as a key tool for synchronous communication that fosters interaction and collaboration within virtual classrooms. VCT’s unique ability to facilitate real-time dialogue, provide immediate feedback, and encourage active student participation has unlocked new pedagogical possibilities, addressing limitations often found in traditional, asynchronous online learning environments. The use of VCT surged during the COVID-19 pandemic when educational institutions worldwide faced temporary closures, making it a vital tool for maintaining educational continuity. However, questions remain regarding the continuance of VCT use as educational institutions transition to post-pandemic models. This study examines the factors influencing students’ intentions to continue using VCT in Malaysia’s educational landscape. Drawing on established frameworks such as the Expectation Confirmation Model (ECM), DeLone and McLean Information Systems Success Model (D&M ISSM), and Social Cognitive Theory (SCT), this research identifies six key factors: perceived usefulness, self-efficacy, technostress, confirmation, perceived quality, and satisfaction. By synthesizing insights from previous studies, this study aims to provide a comprehensive understanding of these determinants, offering valuable implications for educational institutions seeking to optimize VCT usage for long-term success in online learning.