Modeling the Psychological Determinants of Student Adoption of Video-Enabled Feedback Tools

Abstract

Video-enabled feedback is increasingly integrated into technology-enhanced learning environments, offering rich opportunities for interaction aligned with evolving digital communication practices. However, its adoption is highly sensitive to psychological determinants such as trust, perceived risk, and perceived usefulness. This study explores how these constructs influence learners’ acceptance of video-enabled feedback, conceptualized here as a strategic service design intervention. A quasi-experimental pre-test–post-test design was employed over a 10-week intervention. Data were collected from 88 high school students assigned to an experimental group (video feedback) and a control group (text feedback). The data were analyzed using partial least squares structural equation modeling (PLS-SEM). The findings revealed that exposure to video feedback significantly increased trust and perceived usefulness while decreasing perceived risk. Furthermore, perceived usefulness and trust strongly predicted student satisfaction, which in turn served as a central mediator driving both continuance intention and the willingness to invest in personalized learning (WIPL). Perceived risk, conversely, negatively affected trust and satisfaction. The study also highlights the moderating roles of individual differences: virtual risk sensitivity amplified the effects of risk perceptions, whereas creative thinking and self-regulation strengthened the impact of perceived usefulness on satisfaction. These results demonstrate that the acceptance of digital educational tools depends critically on mitigating psychological barriers. By integrating the Technology Acceptance Model (TAM) and Expectation Confirmation Model (ECM) with a trust-risk framework, this research offers practical implications for EdTech developers to design trustworthy, user-centered systems that foster sustainable user engagement and revenue models.