Understanding YouTube usage intentions through perceived belongingness among rural students

A technology acceptance model approach

Abstract

This study examines how rural female tutee' perceived sense of belonging to YouTube content influences their use of it as an instructional resource. Grounded in the Technology Acceptance Model (TAM), it examines the impact of perceived belongingness on understanding, usefulness, and motivational drive. Data from 404 rural students in Ambedkar Nagar District, Uttar Pradesh, India, were inspected using Structural Equation Modeling (SEM) in RStudio. Findings indicate that perceived belongingness significantly enhances understanding, usefulness, and behavioral intention to embrace YouTube for study purposes. Moreover, the perceived knowledge and usefulness of the YouTube content strongly motivate students' engagement. These realizations provide valuable guidance for educators, researchers, and policymakers in refining digital learning strategies to improve educational outcomes.