Acceptability of the Developed Educational Interactive Mobile Web-Based Application: Barriers and Challenges in Technology Diffusion

Acceptability of the Developed Educational Interactive Mobile Web-Based Application: Barriers and Challenges in Technology Diffusion

Edsa E. Garote¹, Jose C. Agoylo Jr.²

¹Cebu Technological University, Cebu City, Philippines

²Southern Leyte State University – Tomas Oppus Campus, Southern Leyte Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2025.906000159

Received: 23 May 2025; Accepted: 30 May 2025; Published: 04 July 2025

ABSTRACT

This study investigates the acceptability and effectiveness of the Educational Development System for Technology and Livelihood Education (EDS-TLE) interactive mobile web-based application. Anchored on the Unified Theory of Acceptance and Use of Technology (UTAUT), the research examined key variables such as performance expectancy, effort expectancy, social influence, facilitating conditions, behavioral intention, and use behavior among Grade 10 learners. With 400 respondents, quantitative findings revealed high levels of agreement across all UTAUT constructs, affirming both ease of use and relevance. Despite these promising indicators, challenges such as device affordability, internet access, and ICT literacy persisted as barriers to adoption. The study underscores the importance of technological readiness and stakeholder support in digital learning environments. Results demonstrated a statistically significant difference between effectiveness and acceptability, signaling a complex relationship between perceived quality and actual use. These insights contribute to the design and implementation strategies of e-learning platforms tailored to the Philippine educational context.

Keywords: Web-based Application, Technology Diffusion, Acceptability, UTAUT, EDS-TLE.

INTRODUCTION

The study centers on the acceptability and perceived effectiveness of the EDS-TLE interactive e-learning platform, developed to enhance the delivery of Cookery and ICT modules among Grade 10 students. As digital learning becomes an educational imperative, especially post-pandemic, this research addresses how learners engage with web-based instructional tools and the system-level factors that influence their adoption. The importance of this inquiry lies in its contribution to scalable and accessible e-learning technologies in public education, emphasizing user-centered design and technological inclusivity.

Multiple studies inform this research. Al Mamun et al., (2020) emphasized the cognitive benefits of web-based inquiry learning, while Lapitan et al. (2021) highlighted the importance of supplemental digital resources for comprehension. Radha et al. (2020) demonstrated the critical role of e-learning during the pandemic. In evaluating usability, Badir and Andjarwati (2020) linked low effort with higher adoption, echoing the UTAUT’s effort expectancy. Oluwajana et al., (2021) and Alshurideh et al., (2023) validated social influence as a determinant in collaborative and individual acceptance of educational technology. Ambarwati et al. (2020) and Sukendro et al. (2020) discussed infrastructure readiness as a condition for effective implementation.

Although previous works explored online learning efficacy and user acceptance separately, few studies have examined their intersection in the context of mobile web applications tailored for secondary TLE instruction. This study aims to bridge this gap by evaluating both effectiveness and acceptability within a unified framework. The purpose is to inform the design, diffusion, and institutional adoption of interactive e-learning platforms. Specifically, the study seeks to:

Assess user perceptions across UTAUT constructs.

Determine the relationship between perceived acceptability and effectiveness.

Identify barriers and facilitators in technology diffusion.

Conceptual Framework

The study is grounded in the Unified Theory of Acceptance and Use of Technology (UTAUT), integrating six key constructs:

Figure 1. Conceptual Framework

METHODOLOGY

Research Design

This study employed a quantitative-descriptive research design grounded in the Unified Theory of Acceptance and Use of Technology (UTAUT). The objective was to determine the acceptability and effectiveness of the EDS-TLE interactive mobile web-based application by analyzing user perceptions across key constructs such as performance expectancy, effort expectancy, social influence, facilitating conditions, behavioral intention, and use behavior. The design allowed for statistical generalization from a representative sample and facilitated the examination of the correlation between perceived effectiveness and acceptability.

Research Respondents

The participants consisted of 400 Grade 10 students from public secondary schools under the Department of Education (DepEd) who were enrolled in Technology and Livelihood Education (TLE) subjects, particularly Cookery and ICT. Respondents were selected using purposive sampling, ensuring they had access to the EDS-TLE platform and had used it for at least one academic quarter. Their selection was crucial to ensure familiarity with the platform, thus enabling reliable evaluation.

Data Collection Method

A structured survey questionnaire was used as the primary data collection tool. The instrument included Likert-scale items (1–5) aligned with the UTAUT constructs. Each item was developed and validated through a pilot test conducted with a smaller cohort to ensure reliability and internal consistency (Cronbach’s alpha > 0.85). Additionally, an open-ended section was included to capture qualitative feedback on user challenges and suggestions for platform improvement. The survey was distributed online via institutional learning management systems (LMS) and monitored by TLE instructors to ensure completion. Consent was obtained from both students and guardians, ensuring ethical adherence to DepEd guidelines.

Data Analysis

The collected data were subjected to both descriptive and inferential statistical analysis:

Descriptive statistics (mean, standard deviation) summarized user responses on each UTAUT dimension.

Weighted Means (WM) were used to interpret agreement levels (e.g., Strongly Agree to Strongly Disagree).

Mann-Whitney U Test assessed significant differences between perceived effectiveness and acceptability of the application.

Skewness and normality testing were conducted to ensure the validity of non-parametric analyses.

Correlation analyses explored potential relationships between independent variables (e.g., facilitating conditions) and dependent variables (e.g., behavioral intention, use behavior).

RESULTS AND DISCUSSION

Acceptability of the EDS-TLE Innovation

The creation and implementation of websites placed a strong focus on user acceptability. The Web Accessibility Initiative (WAI) for example had investigated measuring technical elements of a website to determine its accessibility. Targeted users or experts provided human evaluations of acceptability. Text, images, music, and video were all forms of conveyed information that could be used to enlighten, persuade, sell, offer a position, or even alter an individual’s attitude or belief. Despite the growing number of websites, evaluating their quality was still interesting.

User satisfaction, perceived ease of use, and the value of the information could be taken into account when determining an application’s acceptability. Acceptance criteria (AC) were required for software product in order to be accepted by a user, a customer, or other systems. Quality was related to user satisfaction as well as the degree of user expectation fulfilment when interacting with a website. They specified the feature behavior from the end-user’s perspective and were particular to each user narrative.

Performance Expectancy

A technology’s ability to help a person while they are executing a specific task. Performance expectation is the idea that using a certain technology or practice will, in some way, benefit the person or improve their performance. Based on Table 1 the respondents perceived EDS – TLE interactive e- learning module useful in their course/subject (WM = 4.45) and it enabled learners to comprehend and accomplished task more quickly (WM = 4.19), thus increasing my productivity (WM = 4.81). They then believed that the use of EDS – TLE interactive e-learning module could increase chances of good grades (WM = 4.79).

Table 1. Performance Expectancy

N=400; 5=Strongly Agree; 4= Agree; 3= Neither Agree or Disagree; 2= Disagree; 1=Strongly Disagree.

In one study the inquiry processes using online, web-based or virtual learning contexts were explored, and it was apprehended that the focused factor was to understand the beneficial to students (Al Mamun et al., 2020). Some websites provided other materials, such as notes, web links for ease in understanding (Lapitan et al., 2021) although during Pandemic, students opinioned that e-learning was very useful during the quarantine, and they were used to survive with it academically (Radha et al., 2020).

Effort Expectancy

The degree of comfort and usability people experience when utilizing a particular information system is known as the effort expectation. In the UTAUT paradigm, the degree of usability related to the application of information technology is measured.

Table 2. Effort Expectancy

N=400; 5=Strongly Agree; 4= Agree; 3= Neither Agree or Disagree; 2= Disagree; 1=Strongly Disagree.

According to Table 15 interaction with the EDS – TLE as interactive e- learning module is clear and understandable (WM = 4.55), becoming easy for learners to become skillful (WM = 4.78), because it was easy to use and navigate (WM = 4.78) and performance activities would be easy to conduct (WM = 4.81). In line with this trending, Badir and Andjarwati (2020) spelled out this experiences as having no difficulty or does not need hard effort when using the innovated technology, although it could also be affected by the user’s belief (Eneizan et al., 2020). Other than less effort needed to operate it also embraced the prevention of fake reviews from being published on the website (Filieri et al., 2021) since effort expectancy is subjective to user’s cognitive feelings or judgement regarding their effort (Wilson et al., 2021).

Social Influence

The extent to which an online network user believed that significant others think he or she should use a particular piece of technology. An individual’s behavior, opinion, or belief could change as a result of exposure to web innovation, frequently becoming more similar to people with whom they were cooperating or connecting. This phenomenon was known as social influence.

Table 3. Social Influence

N=400; 5=Strongly Agree; 4= Agree; 3= Neither Agree or Disagree; 2= Disagree; 1=Strongly Disagree.

Table 3 foreseen my immediate instructor influence (WM = 4.77) including close ties, such as my classmates and friends (WM = 4.80) that I should use the EDS – TLE interactive e-learning module. Other teachers and ICT experts were positive to use if their colleagues would do so (WM = 4.78) so as the TLE / TVE department in our school (WM = 4.80). Accordingly, the learning motivation of students and their social influence on collaborative learning determined their satisfaction on the use of a web-based supported collaborative learning platform (Oluwajana et al., 2021). However, the significant moderating effect of stress in using along with social influence among social media, websites and other public platforms were also considerable (Singh et al., 2020). Although a study using technology acceptance model (TAM) with the expectation-confirmation model (ECM) confirmed social influence to predict the actual use of an online learning systems (Alshurideh et al., 2023).

Facilitation Conditions

The customer’s ability to support the installation of a certain technology was referred to as the availability of the necessary technical resources. Facilitating conditions referred to how strongly a person feels that the system can be used because of the organizational and technological infrastructures that were in place. It referred to the environment’s objective elements that observers generally concur help learner’s complete tasks more easily. Corollary to the studies of Ambarwati et al. (2020), the issue of time flexibility is resolved by online learning, but not all locations have the necessary facilities. The shortage of human resources results in relatively significant inequality, which poses issues with how the general public would use technology. New techniques for gathering, searching, and analyzing data are required as a result of the complexity of digital information, which affects how administration, processing, storage, security, and disposal of information are handled (Ambarwati et al., 2020).

Table 4. Facilitating Conditions

N=400; 5=Strongly Agree; 4= Agree; 3= Neither Agree or Disagree; 2= Disagree; 1=Strongly Disagree.

In Table 4, the respondents were strongly agreeable that they had the necessary resources to use the EDS – TLE interactive e-learning module (WM = 4.78), with their capacitated knowledge necessary to use (WM = 4.20) as it was compatible with other technology (i.e., mobile phone, tablets, desktop and laptops) (WM = 4.81), and that they have friends who were also available to help any technical problem could be possibly encounter (WM = 4.79). In this connection Sukendro et al. (2020) posited facilitating condition as the extended factor that predicted perceived ease of use, and that with direct impact of behavioural intentions, facilitating conditions according to unified theory of acceptance and use of technology (UTAUT) across eight models, were attributing students’ intentions to use and their actual usage of e-learning system (Abbad, 2021).

Behavioral Intention

This aspect helps us clarify why people accept or reject a Web site and how aspects (such as a Web site’s information quality, response time, and system accessibility) are related to user acceptance. A person’s readiness to engage in specific behaviors, such as using the website with the intention of patronizing it, is referred to as behavioral intention. It symbolizes the desire or intention as an urge to carry out that behavior.

Table 5. Behavioral Intention

N=400; 5=Strongly Agree; 4= Agree; 3= Neither Agree or Disagree; 2= Disagree; 1=Strongly Disagree.

In table 5, the respondents perceived that they intend to use the EDS – TLE interactive e-learning module (WM = 4.54), and had plan (WM = 4.77) and predicted its inclination to use in the future (WM = 4.77). They were also convinced to recommend the use of it to others (WM = 4.80). Teo, et al. (2019) were convinced that the usefulness, attitude, and perceived behavioral control were the determinants of the respondent’s behavioral intentions. In addition, Revythi and Tselios (2019) attributed social norm, system access, and self-efficacy, were significantly affecting behavioral intention to use. Other feature that could also lead to the same impression were online platforms meet the mode of online-to-offline services (Muangmee et al., 2021), and increase the desire to use between the apprehension of services over related perceived risks (Troise et al., 2021). In business, it usually increased customer loyalty in cognitive terms (Alshurideh, 2019).

Use Behavior

In the context of higher education, this refers to how students use mobile devices for educational reasons. The term “use behavior” refers to a commitment to an on-line platform over time; the degree of use is just as significant as the degree of initial acceptance.

Table 6. Use Behavior

N=400; 5=Strongly Agree; 4= Agree; 3= Neither Agree or Disagree; 2= Disagree; 1=Strongly Disagree.

Based on the Table 6, the respondents were deeply convinced to use EDS- TLE interactive e-learning module in their class activities because it is available and relevant (WM = 4.20), including using with another classmate (WM = 4.81), as having no difficulty in using it alone (WM = 4.77). Accordingly, there was negative impact of perceived risk on use intention and a positive impact of use intention on use behavior (Zhang et al., 2021). The seemingly perceived usefulness and easy to use increased acceptance and adoption level increase for e-service, and e- learning technology, that perceived usefulness had a positive relation with behavioral intention, repeat use intention, use behavior and even reuse behavior (Alshurideh et al., 2019).

In other words, the innovation of the EDS App as an educational interactive mobile web-based application for grade 10 on TLE – COOKERY and ICT based on the Unified Theory of Acceptance and Use of Technology (UTAUT) constructs were highly acceptable, reliably useful, and perceivably important as an innovation in terms of performance expectancy, effort expectancy, social influence, facilitating conditions, behavioral intention, and use behavior.

Assessment of Modules

The effectiveness and the acceptability of the type of modules were also evaluated to project, a bird’s eye view of the quality, significance, and inclined attachment of respondents to the modules being used in the website. Although these were mandated course by the government through DepEd curriculum, the issue on the desire to adopt in understanding the level of interest and motivation a learner or a TLE/TVE teacher matters. Based on the above evaluation, both the Grade 10 modules for Cookery, and ICT as introduced and utilized with EDS – TLE interactive e-learning were strongly agreeable in terms of effectiveness and acceptability as a module. This implied that the elements considered in assessing the effectiveness and acceptability of the EDS – TLE system as an online platform, an interactive media, or a website were independent with the factor that the module impression affects their perception.

Table 7. Effectiveness and Acceptability of Modules

N=400; 5=Strongly Agree; 4= Agree; 3= Neither Agree or Disagree; 2= Disagree; 1=Strongly Disagree.

Relationship between the Effectiveness and Acceptability of the Innovation

This assumption of correlation was assumed using the acceptability – effectiveness hypothesis. Does a treatment’s effectiveness depend on how acceptability among respondents on the innovated EDS – TLE /TVE system? Although previous studies had shown that independent and interdependent group circumstances were preferable to dependent group contingencies, no differences in general efficacy have been discovered. Studies assessing the effectiveness and social acceptability of treatments had thus far either been analogue or naturalistic in nature. It is necessary to establish an empirical connection between the two of these study designs to address this particular TLE /TVE innovations. The study employed non-parametric statistics, notably the Mann-Whitney U test, due to violations of normality (skewness = -1.93 and -1.65; p < 0.01). The test revealed a statistically significant gap (U = 1217.5; p = 0.0026) between respondents’ perceived effectiveness and actual acceptability. The rationale for using this test is well-grounded in the data’s non-normal distribution, as confirmed by skewness and normality tests.

Table 8. Effectiveness and Acceptability of the Innovation

Mann Whitney U-test	Effectiveness	Acceptability
Sample average (x̄):	4.432093	4.676087
Sample size (n):	43	23
Sample SD (S):	0.47801	0.212918
Median	4.63	4.78
Skewness:	-1.932311	-1.653956
Skewness Shape:	Asymmetrical, left/negative (pval=0)	Asymmetrical, left/negative (pval=0.001)
Normality:	6.227e-8	0.000002298
Outliers:	2.89, 3.14, 3.30, 3.50, 3.55, 3.92, 3.95	4.19, 4.20, 4.20, 4.45
Outlier count:	7	4
Rank:	717.5	993.5
U:	1217.5	271.5
Ties Correction:	0.010854816824966078
Exact:	False

N=400; Since p-value < α, H0 is rejected. The randomly selected value of Effectiveness’ population is considered to be not equal to the randomly selected value of Acceptability’s population. In other words, the difference between the randomly selected value of Effectiveness and the Acceptability populations is big enough to be statistically significant.

The result in Table 8 had indicated that the variables considered in the level of effectiveness (i.e., content design, visual design, feedback mechanism, assessment items, and navigation feature) had significantly higher that the variables considered in the level of acceptability (i.e., performance expectancy, effort expectancy, social influence, facilitating conditions, behavioral intention, and use behavior), U = (1217.5) (271.5), p-value = 0.002607. This could be interpreted that in terms of this EDS – TLE/TVE innovations, the measures of effectiveness which were content design, visual design, feedback mechanism, assessment items, and navigation feature were not compliant with how the respondents perceived acceptability issues namely performance expectancy, effort expectancy, social influence, facilitating conditions, behavioral intention, and use behavior. Both had interdependent consideration in the context of this study.

This simply means that the desirability or level of effectiveness of respondents could be or could not be a factor in accepting the innovation. Say for instance, the visual and content design were impressed with highly effective yet in manner of implementation facilitating condition did not allow (problem with internet, gadget, etc.) – the same could be inferred in these results.

Barriers and Challenges in the Utilization of the Educational Development System for TLE / TVL Interactive Educational Mobile Web-based Application

Among some of the impressions of implementing online platforms according to Yeh and Tsai (2022) were classified according to the first-order barrier, the technological or external barrier, the second-order barrier, the internal barrier or teachers’ and parents’ beliefs, the third-order barrier, the design thinking barrier, and the 2.5th order barrier, the classroom management barrier, were among the obstacles to massive online teaching and learning. Students’ rights in the extensive online education are severely hampered by inconsistent or limited internet connectivity, which affects both professors and students. Parents are burdened with the responsibility of providing various forms of assistance for their children’s online learning at home while teachers are suddenly required to reinvent their pedagogical approaches. Some students are finding it difficult to participate in videoconferences because there are too many tools available and they spend too much time using technology.

Table 9. Implementing Barriers and Challenges

Personal issues could include technology anxiety, being uncomfortable, the perception of unfair assessment, particularly in “group” assignments, and the perceived difficulty or difficulty in peer interaction, particularly in presentations. The barriers reflected collaborative learning tasks through group work, group presentations, and group assessments. Despite the teaching staff’s best efforts to provide equitable and beneficial learning experiences for all students, regardless of enrolment mode, many academic staff members felt uneasy and underqualified to teach entirely (or mostly) online, especially since they had still learned how to use some of the platforms or its higher levels of technological competency and proficiency on top of their regular academic workload (Simamora, 2020; Abante et al., 2021).     In another point of view, the works of Basar et al., (2021) recognized the gadget and personal computer owned by their respondents and their comfort with using technology, however their desire for online learning was, poor (41.5%) and their capacity for group work was only moderate (66.7%). They also had agreed (98%) that traditional instruction (face-to-face) was crucial to their learning.

Technology Diffusion

The suggested technological diffusion for this type of innovation based on the perspective of the result of the study saturated on the aspect of professionalizing installation and operations of the Web App to attain the maximum purpose of the implementation suited for maintainability and efficiency in the field for use. The EDS Web-based App Online/Offline Installer Guide and User’s Manual were viable reference to barriers and hindrances foreseen as a result of the study. As schools were becoming viable for blended learning and other learner- centered instruction, increasing technology diffusion takes on steps for this App adaptable to blended learning technology.

SUMMARY OF FINDINGS

The result of this study characterized the proposed EDS – TLE/TVE interactive platform website as acceptable in its development variables ranging in technical requirements (AWM = 3.66) and design and features (AWM = 3. 84), with a highly impressive operations and functionality (AWM = 4.84). However, safety and security was low (AWM = 3.30). The intent, the type of user, and the purpose as educational, and publicly institutional (DepEd) entrusted part to concern of governance. The evaluative result of the variables considered in the level of effectiveness were highly commendable and effective namely visual design, feedback mechanism, assessment items, and navigation feature (ranging AWM ~ 4.23 – 4.64) except for content design (AWM = 4.05) with comparatively at norm. The variable considered in the level of acceptability such as performance expectancy, effort expectancy, social influence, facilitating conditions, behavioral intention, and use behavior (ranging AWM = ~ 4.56 – 4.70) were all highly acceptable for the respondents.

The findings strongly align with the Unified Theory of Acceptance and Use of Technology (UTAUT). Across all constructs—performance expectancy, effort expectancy, social influence, facilitating conditions, behavioral intention, and use behavior—participants demonstrated high levels of agreement, affirming both the relevance and usability of the EDS-TLE platform. However, the current discussion could be deepened by explicitly connecting empirical patterns to theoretical expectations. For instance, the strong behavioral intention scores (WM = 4.72) suggest that intention to use is closely tied to perceived ease of use and performance benefits, which corroborates core UTAUT predictions. Yet, actual use behavior, while high, was notably influenced by contextual barriers like device availability and ICT infrastructure—factors that the original UTAUT model treats under “facilitating conditions.” These findings thus underscore the need to reconceptualize this dimension in low-resource settings as a more dynamic constraint than merely a structural enabler. Furthermore, the discrepancy between acceptability and actual use—statistically significant in the Mann-Whitney U test—suggests a divergence between intent and action. This implies a gap between behavioral intention and use behavior, which in UTAUT is often bridged by facilitating conditions and external support. This finding aligns with Abbad (2021), who noted similar divergences in developing regions where infrastructure mediates adoption regardless of intent.

CONCLUSION

The study concludes that the EDS-TLE web-based mobile application is both highly acceptable and perceived as effective among learners. All UTAUT components showed strong agreement, affirming its usability, social encouragement, and technical compatibility. However, barriers such as affordability and digital infrastructure limitations inhibit widespread adoption. The observed statistical gap between acceptability and effectiveness indicates that positive user attitudes do not guarantee flawless implementation, especially in resource-limited settings. These findings advocate for targeted interventions and infrastructural investment to bridge this usability-implementation divide.

RECOMMENDATIONS

Improve Infrastructure: Expand internet access and device availability through public-private partnerships. Teacher and Student Training: Enhance ICT literacy via regular workshops and orientation sessions. Content Optimization: Regularly update modules to align with learner feedback and instructional standards. Support Systems: Develop technical support channels and peer-assistance models. Policy Integration: Encourage institutionalization of digital tools within the DepEd framework for consistent support and evaluation.

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