Cameras Off
Cultural and Social Influences on Students’ Webcam Use in Online Learning
Bibliographic Data
| ID | 16964431 |
|---|---|
| Authors | Rania Za’rour (0000-0001-9873-6099, University of Jordan, corresponding author) |
| Year | 2025 |
| Volume | 9 |
| Issue | 1 |
| Publication date | 2025-01-08 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Open Cultural Studies (JOURNAL) |
| Journal identifiers | ISSN: 2451-3474 • E-ISSN: 2451-3474 |
| Publisher | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/culture-2025-0087 |
| OpenAlex | W7116430505 |
| Language | EN |
| References cited | 67 |
This study investigates why language majors at the University of Jordan rarely activate webcams during synchronous classes, despite reporting favorable attitudes toward the technology. The paper extends the Technology Acceptance Model by incorporating subjective norm and individualism-collectivism drawn from Hofstede’s cultural framework. Using a cross-sectional survey of 479 students and structural equation modeling, the paper tests direct, indirect, and moderating effects. The results reveal a consistent paradox; students endorse webcams in principle, yet actual use remains low. Subjective norm is the principal driver, shaping attitudes both directly and indirectly by increasing the perceived ease of use; students are more likely to view webcams as easy to use when they believe important others expect them to use a camera. Individualism-collectivism does not directly predict acceptance but moderates the effect of subjective norm on perceived ease of use, indicating that social influence carries greater weight in collectivist orientations. These findings suggest that cultural and social pressures can outweigh personal acceptance, sustaining camera-off practices even where pedagogical benefits are clear. The limitations of the study include the use of a single-institution, language-major sample, reliance on self-reports, a cross-sectional design, and the absence of demographic data (including gender)
Collectivism · Cultural background · Cultural Influence · Social influence · Structural equation modeling · Technology Acceptance Model · Usability · Gender and Technology in Education · Impact of Technology on Adolescents · Literacy, Media, and Education
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| Highly cited | No |
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