Performance Expectancy and Facilitating Conditions as the Primary Drivers of e-Learning Adoption in Health Economics Education

Introduction. E-learning systems, particularly Massive Open Online Courses (MOOCs), provide substantial supplementary support for complex disciplines such as health economics. However, effective adoption continues to face significant technical, infrastructure, and user-centric challenges. This research investigates the determinants of MOOC adoption among undergraduate students through the UTAUT framework.
Methodology. A correlational, cross-sectional survey design was implemented. Data were collected via a self-administered online survey from 123 undergraduate students enrolled in a Health Economics course at a public university in the Klang Valley, Selangor, Malaysia. Results. An adjusted multivariate linear regression model was used to evaluate the drivers of students' behavioural intention to utilise the platform. The survey instrument demonstrated strong psychometric properties, with all four constructs showing good to excellent internal consistency (α ranging from .79 to .91). The structural model explained 80.1% of the variance in students' behavioural intention. Performance expectancy emerged as the most powerful determinant of adoption intention (β = 0.760, p < 0.001), followed by facilitating conditions (β = 0.280; p = 0.007). Effort expectancy and social influence were not statistically significant predictors within this model. These findings suggest that students are highly motivated to adopt digital platforms when these tools provide clear utility that enhances their conceptual understanding of the course. Although platform simplicity and peer perceptions are relevant, these factors do not independently influence the adoption intentions of students to the same extent as utility and infrastructure. Conclusion. In conclusion, digital learning tools are likely to transform student motivation into active adoption only when institutional support is securely guaranteed and immediate academic value is unequivocally present

e-Learning, Massive Online Open Courses, Unified Theory of Acceptance and Use of Technology, Behavioural Intention, Health Economics

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