What question did this study set out to answer?

This study aims to explore the impact of Cyber Psychology on student behavior and engagement in higher education.

May 7, 2026

Cyber Psychology in Higher Education: Impact Analysis on Student Psychology Using Technology Acceptance Model

Puntos clave

This study aims to explore the impact of Cyber Psychology on student behavior and engagement in higher education.
Investigated online learning adoption in Indian higher education institutions
Used the Technology Acceptance Model for analysis
Collected data from 200 undergraduate and postgraduate students via a structured survey
Measured constructs: Perceived Ease of Use, Perceived Usefulness, Attitude, and Behavioral Intention
Applied Correlation and SEM analysis to assess relationships among variables.
Findings indicated overall positive perceptions towards online learning
Correlation analysis revealed significant paths: ATT → BI (r = 0.817) and PEOU → PU (β = 0.695)
Reliability was confirmed with Cronbach's α > 0.70
Academic background influenced Attitude, while gender had no significant effect on Behavioral Intention
Usability and perceived value were highlighted as key factors shaping engagement.

Resumen

ABSTRACT The shift to online learning in higher education has brought Cyber Psychology into focus, raising concerns about its impact on student behavior, engagement, and readiness. This study investigates online learning adoption in Indian higher education institutions using the Technology Acceptance Model (TAM). Data from 200 undergraduate and postgraduate students were collected through a structured survey, measuring Perceived Ease of Use (PEOU), Perceived Usefulness (PU), Attitude (ATT), and Behavioral Intention (BI). Findings showed overall positive perceptions, with strong reliability (Cronbach's α > 0.70) and validated construct structures (EFA). Correlation and SEM analysis confirmed significant paths, particularly ATT → BI ( r = 0.817) and PEOU → PU (β = 0.695). While gender had no significant effect on BI, academic background influenced ATT. The results highlight the central role of usability and perceived value in shaping engagement, underscoring the need for discipline‐specific, context‐aware digital learning strategies in higher education.

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