This study investigates the determinants of online learning application effectiveness in Vietnam using a structural equation modeling (SEM) approach. Grounded in the Unified Theory of Acceptance and Use of Technology (UTAUT) and extended with psychological constructs, the proposed model integrates performance expectancy, effort expectancy, social influence, facilitating conditions, learning habits, intrinsic motivation, technostress, and feeling of isolation. Data were collected from 501 online learners and analyzed using SPSS and AMOS. The results reveal that performance expectancy, effort expectancy, learning habits, intrinsic motivation, and technostress significantly influence behavioral intention, while social influence and facilitating conditions are not significant. Behavioral intention strongly predicts actual usage behavior. Notably, technostress emerges as the most influential factor, suggesting that technological pressure may act as both a barrier and a driver of engagement depending on user adaptation. The study contributes to the literature by integrating enabling and inhibiting factors into a unified framework and offers practical implications for improving online learning systems in developing countries.
Hien et al. (2026) studied this question.