Citation

Yin, XuBiao (2026) A framework for undergraduate students' acceptance of virtual classroom platforms in Beijing: Integrating UTAUT2 and Marxist educational perspectives. PhD thesis, Multimedia University.

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Abstract

The active use of virtual classroom tools has become an important aspect of modern university education, especially in a city like Beijing, where the rapid development of technology meets the changing demands in the field of pedagogy. Although these platforms have a potential to transform, the acceptance among undergraduate students is highly varied and determined by individual and system factors. The current paper thus puts forward a holistic approach to conceptualizing the acceptability of virtual classroom systems among the undergraduate students through the combination of the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) and Marxist educational theories. The study uses a mixed-methods design that aims to establish the influence of the UTAUT2 constructs: that is, performance expectancy, effort expectancy, social influence, and facilitating conditions, etc, on behavioral intentions and usage behaviour. The analysis adds Marxist-related variables, namely, perceived equity within educational opportunities, perceived awareness of the digital divide, collective orientation towards learning, and perceived empowerment through learning to deal with extended socio-economic forces which are typically ignored by classic models. These variables bring to the fore the contribution of the class structures, institutional inequality, and ideological alignment in the process wherein students are able to access and view digital learning environments. The quantitative information was retrieved with the help of structured questionnaires, and the qualitative data was produced with the aid of the semi-structured interview of the undergraduate students located in Beijing. The study results confirm that UTAUT2 explains a great number of person-related motivations of inclusion of platforms but cannot reveal the effect of structural inequalities and cultural ideologies in their entirety. The combination of Marxist variables discloses also considerable moderating influences, especially when it comes to matters of digital access and justice, educational justice, and values of collective learning. Hence, the present thesis makes a significant contribution to an interdisciplinary conceptualization, which links behavioral models to critical pedagogy. The findings have theoretical and practical implications for policymakers, educators as well as technology developers who would like to develop more inclusive and equitable a virtual education ecosystem in China and similar global settings.

Item Type:	Thesis (PhD)
Additional Information:	Call No.: LB1028.3 .Y56 2026
Uncontrolled Keywords:	Educational technology—China
Subjects:	L Education > LB Theory and practice of education > LB1025-1050.75 Teaching (Principles and practice)
Divisions:	Faculty of Management (FOM)
Depositing User:	Ms Nurul Iqtiani Ahmad
Date Deposited:	05 Oct 2026 03:15
Last Modified:	05 Oct 2026 03:15
URII:	http://shdl.mmu.edu.my/id/eprint/16850

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