Factors that Accelerate the Rise of Acceptance

of Big Data Platforms for Academic Teaching:

Personal Innovativeness as Moderating Variable

Adnan Aldholay1(B) , Osama Isaac2 , Abdullah Nabeel Jalal1 , Farah Akmar Anor1 ,
and Ahmed M. Mutahar1
1 Faculty of Business Management and Professional Studies, Management and Science
University, Shah Alam, Malaysia
[email protected]
2 Guangdong University of Finance, Guangdong, China

Abstract. Unless higher education institutions react to technological changes

and the unprecedented interruption that resulted from the COIVD-19 pandemic, it
will face great difficulty to remain relevant. Among the new technological appli-
cations that enrich teaching activities is the utilization of big data platforms in
teaching. This study investigates the factors that would influence the acceptance
of such platforms by academicians in higher education institutions in Malaysia.
143 respondents participated to examine the effect of interactivity on system qual-
ity, knowledge quality, service quality, and perceived enjoyment which in turn
influence acceptance of big data platforms for academic teaching. Besides, exam-
ining the moderating role of personal innovativeness. The result shows that system
quality has an insignificant effect on the acceptance with all remaining direct rela-
tionships significant. Further, interactivity significantly influences all but system
quality. Lastly, personal innovativeness moderated only the relationship between
perceived enjoyment and acceptance of big data platforms.

Keywords: Big data · Personal innovativeness · Interactivity · Higher education

1 Introduction
Technology is today’s world denotation; it has altered all aspects of human life [1].
Internet as a technology application has allowed information to be accessible at any
time and place, as we are approaching the internet of things (IoT) era where billions of
devices will be connected and produce a huge amount of data which will be processed
and analyzed to extract patterns that present valuable information in every industry,
and that is the essence of big data. Nowadays, big data has become a buzzword that
immediately draws attention and can be considered the future platform for innovation
and productivity [2]. In the context of higher education, big data is expected to enhance
this vital sector in the foreseen future, through the function of e-learning, by boosting
the students’ lecturer interaction, or by facilitating the realization of individual goals
and requirements of students [3]. Further, the covid-19 pandemic has accelerated the

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2022

M. Al-Emran et al. (Eds.): ICETIS 2021, LNNS 299, pp. 227–243, 2022.
https://doi.org/10.1007/978-3-030-82616-1_21
228 A. Aldholay et al.

full deployment of technology in the higher education institution as it became the viable
solution to continue in the teaching and learning process during lockdown [4].
Many studies have examined the use of big data in different industries including
the education industry which is the focus of this study. Some researchers examined the
impact of big data on the scientific research process [5], others looked at its impact
on students’ learning experience and students’ behavior [6–8], and how it presents a
powerful tool for higher education institutions’ to make quality decisions [9]. Never-
theless, this study focuses on the use of big data platforms in the teaching process by
examining technology and personal factors that may motivate academic staff to utilize
big data platforms. The information system success model by Delone and Mclean is
distinguished in technology adoption and use which has been identified as efficacious in
investigating various technology devices. [10] found that system, information, and ser-
vice qualities have a significant impact on online learning usage. However, researchers
have constantly examined different types of factors along those of technology nature
to try to have a more comprehensive understanding of technology usage. For instance,
interactivity is seen as a detrimental characteristic that makes any internet technology
application more attractive and likely to be used quite often [11]. On the other hand, [12]
described how significant is the perceived enjoyment of the technology to increase and
sustain its use. Further, the personal trait of innovation has been widely linked to play a
role in determining an individual’s use of new technologies [13–15].
In the current era of COVID-19, higher education institutions have been forced
to dramatically accelerate their efforts and make the leap to the digitalization of their
teaching and learning. This study is tapping into this opportunity to promote the use of
big data platforms in teaching activities by examining the factors that encourage its use
in the context of higher education institutions in Malaysia.

2 Literature Review

2.1 Knowledge Quality (KQ)

Knowledge is important for all sectors, especially to the academic world. The enforce-
ment of gaining new knowledge is rather imperative and significant in the teaching and
learning process. Thus, securing good quality new knowledge is highly encouraged and
the procedures have long been discussed among academicians. In meeting the objectives,
big data platforms in academic teaching have been introduced and emphasized to every
educator in sharing the knowledge details.
The fundamental components of knowledge quality in teaching and delivery gained
via big data platforms not only depend on the capacity of the information received but
rather the current data collection across the globe. Hence, the potential of big data plat-
forms to significantly impact academic teaching is attributed to its size and complexity.
It is beyond the concept of traditional datasets in which the comprehensive system pro-
vided by big data platforms is proven to provide a decent quality of eLearning system
in the education setting [16].
 Factors that Accelerate the Rise of Acceptance of Big Data Platforms 229

In the face of the Covid-19 outbreak recently, the educational sectors in many coun-
tries have taken a novel inclination towards online teaching and delivery. This aligns with
the growth in information technology which witnesses the innovativeness of electronic-
learning (e-Learning) to be incorporated into teaching using technology [17]. Since
eLearning is rather imperative to the academic world recently, the services provided via
big data simplify educators in securing additional information. A similar view by [18]
described that big data platforms support users in gaining diverse types of knowledge
from online content especially when most current and comprehensive information is in
demand.
Since the need to enhance virtual education platforms received high demand in the
current immense globalization development [19], all contents in the big data platforms
must be highly trustworthy, dependable, and reliable. In complying with the procedures,
all details received are thoroughly screened and inspected. [20] have amplified the accu-
racy provided in the big data platform, whereby the correctness of data used must be
screened and vetted before accepting the details. This acknowledges that errorless, cor-
rect, and accurate content on big data platforms is well sheltered to ensure the quality
of knowledge is protected. Therefore, all details provided above help to accelerate the
acceptance of big data platforms to academic teaching. Therefore, this study postulates
the following hypothesis:

H1: Knowledge Quality has a positive effect on Acceptance of Big Data Platforms
for Academic Teaching.

2.2 Service Quality (SEQ)

Service quality is hailed as an integral part of the information system field, Delone and
Mclean have emphasized its significance in their well-known model [21]. It refers to
the characteristics of the value of the process offered by big data platforms in terms of
responsiveness, functionality, and reliability [22, 23]. [24] examined the service qual-
ity effect on student’s acceptance of online learning and found that a significant effect
exists between the two variables. Moreover, in the same context of online learning, [10]
proved the significance of service quality on performance impact among higher educa-
tion institutions in Yemen. Further, a study on the end-user acceptance of telemedicine
technology in the Netherlands has concluded that the quality of the service is vital when
it comes to users’ acceptance of this new technology [25]. Therefore, this study aims to
test the following hypothesis:

H2: Service Quality has a positive effect on the Acceptance of Big Data Platforms
for Academic Teaching.

2.3 System Quality (SYQ)

System quality is a desirable characteristic of an information system. System quality is
an influential element in determining the outcome of an overall system. System quality
is viewed as a critical component for users, developers, and project supervisors. System
quality refers to the criteria that the industry believes should be added to improve the
success of a product [26]. Furthermore, the information system model stipulates that
230 A. Aldholay et al.

system quality is an influential factor in affecting the intention to use and user satisfaction.
The quality of an information system is usually evaluated based on the perceived easiness
to learn the system. Moreover, system quality is observed in the flexibility of system
usage since users prefer system features that are convenient, intuitive, sophisticated, and
minimum response time [27, 28]. The amount of time needed for a system to respond
to instruction is referred to as response time. This is vital as a longer response time
contributes to reduced user satisfaction. Likewise, quality is presented in the system
reliability, the degree to which users can trust the system. Therefore, system quality is
crucial in the acceptance of big data platforms by higher learning institutions. Hence,
this study postulates the following hypothesis:

H3: System Quality has a positive effect on the Acceptance of Big Data Platforms
for Academic Teaching.

2.4 Perceived Enjoyment (PE)

Perceived enjoyment is defined as the users’ perception of the enjoyability of activ-
ity, other than any expected performance outcomes [29]. The literature concluded that
perceived enjoyment is crucial in user technology acceptance and has many practical
implications, specifically among big data platforms. Nevertheless, the perceived enjoy-
ment of big data platforms should be more flexible, cost-efficient, and interactive than
traditional platforms for individuals who are well-versed in technology. Big data orien-
tation must not underestimate the significance of enjoyment either in user satisfaction
from improved accessibility, easier delivery, and enhanced technology management [30].
Convenience and perceived enjoyment are identified as significant factors in big data
platforms’ satisfaction and participation. Satisfaction can be realized as a “feeling of
joy, elation, and pleasure” that correlates with an individual’s engagement with a sys-
tem. Perceived enjoyment has a crucial impact on the acceptance of big data platforms.
Consequently, the following hypothesis is proposed:

H4: Perceived Enjoyment has a positive effect on Acceptance of Big Data Platforms
for Academic Teaching.

2.5 Interactivity (INT)

Technology usage in education is rapid at all levels. This suggests that the utilization
of systems and platforms requires interactivity to attract more users. Interactivity has
emerged as a key player to be considered carefully under the empirical lenses. Interactiv-
ity is characterized as response performance underwent by users towards a platform or a
system [31]. A quick response by a system encourages smooth communication between
users and the system. In this study interactivity is defined as how interactive the big data
platforms in terms of retrieving data, illustrating information when are used.
 Factors that Accelerate the Rise of Acceptance of Big Data Platforms 231

Interactive has been widely researched in many settings such as online shopping
which identified interactivity is capable of boosting cognitive and affective participation
of online shoppers, and promotes positive perception and behavioral intention among
online shoppers [32–35]. Although interactivity is deemed as an essential component of
web design for e-commerce [36], minimal studies have investigated the merge between
background music and interactivity in encouraging more active customer experience.
Website interactivity offers users the technical competence to communicate with an
interface and the opportunity to alter content instantaneously [37–39]. Improving the
authenticity and control of user experience, interactivity increases user engagement and
preference for the website [40, 41]. Website interactivity was identified to boost users’
utilitarian principles [42] and positively impact user engagement [33].
A big data platform creates a domain that offers fun activities that improve user
engagement and learning motivation [43, 44]. Many users find multimedia inclusion
interesting. This paints the impact of the multimedia environment in establishing mean-
ingful learning. The distinction between the influence of different interactivity modal-
ities on user experience has prompted the current study to investigate the influence of
interaction on service quality, system quality, service quality, perceived enjoyment, and
knowledge quality of big data that can be employed in the teaching and learning process.
Consequently, the following hypotheses are proposed:

H5: Interactivity significantly influences Knowledge Quality.

H6: Interactivity significantly influences Service Quality.
H7: Interactivity significantly influences System Quality.
H8: Interactivity significantly influences Perceived Enjoyment.

2.6 Personal Innovativeness (PI)

[45] initiated the concept of personal innovativeness as an element in technology usage

in information technology literature. Rogers’ Theory stipulates that personal innovative-
ness in information technology refers to an individual’s readiness to study new technol-
ogy. PI refers to an individual’s innovative personality characteristic that is associated
with new technologies [46, 47], and an individual’s innovative personality is generally
observed as the essence of risk-taking inclination [46, 47]. Individuals who have a higher
innovative personality tend to adapt easily or innovate [48–50]. Therefore, individuals
possessing active personal innovativeness are predicted to grow positive perspectives on
new technology [51].
[45] indicated that personal innovativeness is critical to comprehend new information
technology and the acceptance of technology usage. Research on personal innovativeness
in technology has been performed in different settings which include online shopping
[52], cyberlearning [53], blog [54], and wireless service provider [55, 56].
Individuals who have a stronger innovative personality are more inclined to find
exploring new technologies and solving the problem more enjoyable which contributes
to a higher acceptance of new technological innovations [57, 58]. Hence, this study aims
to examine personal innovativeness as a potential moderator on the relationship between
perceived enjoyment and acceptance of big data platforms in the teaching and learning
232 A. Aldholay et al.

process. Furthermore, this study assesses the moderating effect of personal innovation on
the relationship among service quality, knowledge quality, system quality and big data
platform acceptance for academic teaching. Consequently, the following hypotheses are
proposed:

H9: Personal Innovativeness strengthen the positive effect of Knowledge Quality

on Acceptance of Big Data Platforms for Academic Teaching.
H10: Personal Innovativeness strengthen the positive effect of Service Quality on
Acceptance of Big Data Platforms for Academic Teaching.
H11: Personal Innovativeness strengthen the positive effect of System Quality on
Acceptance of Big Data Platforms for Academic Teaching.
H12: Personal Innovativeness strengthen the positive effect of Perceived Enjoy-
ment on Acceptance of Big Data Platforms for Academic Teaching.

2.7 Acceptance of Big Data Platforms for Academic Teaching (ACC)

The logical flow of actions when studying the use of any new technology application is
to identify the factors that will influence, motivate, and prompt an individual to have an
intention to use or accept that particular technology which will eventually lead us to study
the consequences of that use [59]. Numerous theories in the information system literature
have explored this idea such as the theory of reasoned action (TRA) developed by [60],
the unified theory of acceptance and use of technology (UTAUT) designed by [61], and
technology acceptance model (TAM) constructed by [62]. In this study, acceptance of
big data platforms for academic teaching is the main construct of investigation. It refers
to the positive perception of academic staff in higher education institutions in Malaysia
towards the use of such platforms in their teaching activities. This has become especially
important in the era of Covid-19 which accelerated the incorporation of technology in
all aspects of education [59, 63].

3 Research Method

3.1 Overview of the Proposed Conceptual Framework

The framework below is created based on several concepts and models on the field of
information systems that are derived from literature. The information system success
model by Delone and Mclean is built by three factors which are service quality, knowl-
edge quality, and system quality [64]. Besides, interactivity has been building steam in
the field as a crucial factor in the technology usage and acceptance research effort as in
[65] and [66]. Moreover, perceived enjoyment and personal innovativeness were derived
from the technology acceptance model 3 (TAM3) and technology readiness index (TRI)
respectively [67, 68]. The model comprises 12 hypotheses to be examined (Fig. 1).
 Factors that Accelerate the Rise of Acceptance of Big Data Platforms 233

Fig. 1. Study framework

3.2 Instrument Development and Collection of Data

The study utilizes a sample of 143 academic staff in higher education institutions in
Malaysia, using an online-based survey during the period of June-July 2020. The ques-
tionnaire adopted a total of 20 items from the literature and incorporated a five-point
Likert scale where 1 indicates strongly disagree and 5 indicates strongly agree (refer
Appendix A). Recommendations by [69] were followed in determining the number of
items to measure each construct to minimize overlapping.

4 Analysing the Data and Results

SEM-VB via SmartPLS 3.0 [70] was employed for data analysis and hypothesis testing
as suggested by previous research [71].

4.1 Assessment of Measurement Model

The composite reliability (CR), Cronbach’s alpha, average variance extracted (AVE),
and the factor loadings fulfil the requirements [72, 73] as illustrated in Table 1.
234 A. Aldholay et al.

Table 1. Assessment of measurement model

Constructs Item Loading M SD α CR AVE

(> 0.7) (> 0.7) (> 0.7) (> 0.5)
Knowledge Quality (KQ) KQ1 0.916 3.604 0.814 0.963 0.972 0.872
KQ2 0.928
KQ3 0.926
KQ4 0.949
KQ5 0.950
Service Quality SEQ1 0.928 3.602 0.810 0.954 0.966 0.878
(SEQ) SEQ2 0.927
SEQ3 0.938
SEQ4 0.954
System Quality SYQ1 0.942 2.891 0.938 0.853 0.931 0.872
(SYQ) SYQ2 0.925
Perceived Enjoyment (PE) PE1 0.973 3.447 0.920 0.944 0.973 0.947
PE2 0.973
Interactivity (INT) INT1 0.971 3.542 0.789 0.938 0.970 0.941
INT2 0.969

Fornell-Larcker was used to test the discriminant validity, Table 2 shows that all
constructs of the model fulfilled satisfactorily [74, 75].

Table 2. Fornell-Larcker criterion

ACC INT KQ PE PI SEQ SYQ

ACC 0.959
INT 0.638 0.970
KQ 0.841 0.613 0.934
PE 0.814 0.680 0.750 0.973
PI 0.689 0.481 0.556 0.521 0.996
SEQ 0.860 0.660 0.861 0.774 0.579 0.937
SYQ 0.222 0.183 0.179 0.219 0.134 0.220 0.934

4.2 Assessment of Structural Model

According to [75] the structural model can be tested by bootstrapping procedure with a
resample of 5,000, see Fig. 2.
Direct Hypothesis Results Table 3 and Fig. 2 detail the hypothesis testing results of the
structural model. Knowledge quality, perceived enjoyment, and service quality were
 Factors that Accelerate the Rise of Acceptance of Big Data Platforms 235

Fig. 2. PLS algorithm results

identified to positively influence the acceptance of big data platforms in academic teach-
ing. Hence, H1, H2, and H4 are accepted with (β = 0.256, t = 2.774, p < 0.001), (β =
0.262, t = 2.156, p < 0.05), and (β = 0.294, t = 4.193, p < 0.001) respectively. Interac-
tivity positively influences knowledge quality, service quality, and perceived enjoyment.
Hence, H5, H6, and H8 are accepted with (β = 0.613, t = 8.254, p < 0.001), (β = 0.660,
t = 9.948, p < 0.001) and (β = 0.680, t = 10.774, p < 0.001) respectively, while H3
and H7 are rejected. According to [76] and [77] the value of 0.86 of R2 indicating the
explanatory power as an acceptable level.

Table 3. Direct hypothesis results

Hypothesis Relationship Beta Std Error t-value p-value Decision R2

H1 KQ → ACC 0.256 0.092 2.774 0.006 Supported 0.86
H2 SEQ → ACC 0.262 0.121 2.156 0.031 Supported
H3 SYQ → ACC 0.015 0.038 0.399 0.690 Not supported
H4 PE → ACC 0.294 0.070 4.193 0.000 Supported
H5 INT → KQ 0.613 0.074 8.254 0.000 Supported 0.38
H6 INT → SEQ 0.660 0.066 9.948 0.000 Supported 0.44
H7 INT → SYQ 0.183 0.101 1.821 0.069 Not supported 0.03
H8 INT → PE 0.680 0.063 10.774 0.000 Supported 0.46

Moderating Effect Hypotheses Figure 2 and Table 4 demonstrate that three sub-
hypotheses were tested for four main hypotheses which are: (1) Testing the causal effect
of a predictor on an outcome, (2) Testing the causal effect of a moderator on an outcome,
236 A. Aldholay et al.

(3) Testing the causal effect of an interaction (predictor*Moderating) on the outcome.

Examining the moderating effect was conducted by testing H9, H10, H11, and H12.
This study employed the bootstrapping technique and a resample of 5,000 to evaluate
the interaction effect. The results detailed in Table 4 and Fig. 3 determined that personal
innovativeness moderates (strengthen) the positive influence of perceived enjoyment
on the acceptance of big data platforms for academic teaching (β = 0.141, t = 2.130,
p < 0.05), so, H12 is accepted, while H9, H10, and H11 are rejected.

Table 4. Result of moderating effect hypotheses

Hypothesis Relationship Beta Std. error t-value p-value Decision

H9 KQ*PI → ACC -0.018 0.081 0.221 0.825 Not supported
H10 SEQ*PI → ACC -0.055 0.098 0.564 0.573 Not supported
H11 SYQ*PI → ACC 0.001 0.033 0.037 0.971 Not supported
H12 PE*PI → ACC 0.141 0.066 2.130 0.033 Supported

Fig. 3. Moderating effects result

5 Discussion
The study examined the impact of interactivity on each of system quality, knowledge
quality, service quality, and perceived enjoyment which in turn the four constructs influ-
ence acceptance of big data platforms for academic teaching within higher education
 Factors that Accelerate the Rise of Acceptance of Big Data Platforms 237

institutions in Malaysia. The study found that both knowledge quality and service quality
had a significant influence on the acceptance of big data platforms, that is, the respon-
dents tend to accept such platforms increasingly as long as they provide up-to-date,
relevant, comprehensive, and accurate data. Besides, big data platforms provide modern
interfaces with quick responses. This result fits well with previous studies that proved
the significance of knowledge and service quality in numerous contexts [24, 71, 78, 79].
On the other hand, system quality was not found to have a significant impact on the
acceptance of big data platforms, this is in contrast to some available studies [80–82],
and could be due to the advancement of technology whereby the quality of the system
became competitive and less of a concern for users. Perceived enjoyment was identified
to exert a significantly positive effect on the acceptance of big data platforms which
aligns with findings reported in the literature [9, 12], as it is attributed by the fact that
the acceptance of new technology applications triggers excitement in exploring the new
application.
Moreover, the study outcome shows that interactivity significantly influences all
related variables in the model but one which is system quality. Many studies in the
literature have extensively examined the role played by interactivity as a new determinant
factor in technology acceptance [65, 83, 84]. Those relationships of interactivity in the
model can be explained by the fact that having a new technology application that provides
an interactive environment and communication will enhance the knowledge relevance
and make it comprehensive, provide a modern interface and quick responses, besides,
to make the whole experience more fun and pleasant.
Lastly, the study results show that the moderation role of personal innovativeness was
not found to statistically exist except on the relationship between perceived enjoyment
and acceptance of big data platform, this can be seen as an expected outcome as both
personal innovativeness and perceived enjoyment are individual factors and goes in line
with many studies in the literature [13, 85], that is the more time to be spent by the
user in exploring new technologies in teaching and always strive to be the first among
peers to use them, the stronger is the effect of perceived enjoyment on the acceptance
of big data platforms in terms of using and recommending them to other. Nevertheless,
the unfound moderating role of personal innovativeness in the relationships between
technology variables and acceptance of big data platforms may be due to the incapability
of individual characteristics to alter the course of relationships which include variables
of technological nature.

6 Implications

With the emergence of Big Data platforms, most educational institutions seem to have a
big challenge in motivating their staff to adopt those platforms. It is of utmost importance
that the educational institutions look into the factors and the performance outcomes
while adopting Big Data tools. The study has provided a grounded framework that can
be considered in many different educational institutions. The theoretical implications of
this study are one of the few types of research that provide in-depth knowledge about
how Big Data can be adopted and utilized emphasizing the educational sector in the
context of Malaysia. On the other hand, the practical implications of this study guide
238 A. Aldholay et al.

educational providers during their efforts to develop effective Big Data platforms, and
advance the benefits, particularly in the educational profession.

7 Conclusion
Many sectors have been significantly influenced by Big Data and the educational sector
is one of the sectors that has incorporated this concept. The educational field is one of the
biggest creators of digital data. Big data technologies have created new opportunities and
benefits for students, educational units, and higher learning institutions. The adoption
of suitable big data technology and structure must be meticulously examined to fully
reap the benefits. Although big data technology is unarguably essential for institutions of
higher learning, more development is needed to maximize its potential. The conventional
educational structure has not fully adjusted to this significant change in technology.
This study examined technology and individual characteristics’ role in the acceptance
of big data platforms in academic teaching among academicians in higher education
institutions in Malaysia. The result shows that system quality has an insignificant effect
on the acceptance with all remaining direct relationships significant. Further, interactivity
significantly influences all but system quality. Lastly, personal innovativeness moderated
only the relationship between perceived enjoyment and acceptance of big data platforms.

Acknowledgment. This study was sponsored by the Management and Science University under
seed grant number (SG-20190527017-FBMP) for the year 2020.

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