Article

Factors Affecting the Adoption of Online Database Systems for

Learning among Students at Economics Universities in Vietnam
Thi Minh Phuong Nguyen

School of Accounting & Auditing, National Economics University, 207 Giai Phong Street, Hanoi 1400, Vietnam;
phuongntm@neu.edu.vn

Abstract: This study aims to evaluate the determinants that influence the adoption of online databases
in the learning process of students at economics universities in Vietnam. A quantitative study with a
meta-analysis was conducted by utilizing structural equation modeling (SEM). The sample consisted
of 492 students from economics universities located in Vietnam who were surveyed using stratified
random sampling. The results indicate that the adoption of online databases in student learning
is influenced by six determinants, namely: (i) perceived effectiveness, (ii) perceived ease of use,
(iii) technical barriers, (iv) personal usefulness, (v) usage attitudes, and (vi) convenience. Our study
has revealed that students’ intention to use the online database system is positively influenced by
their perceived ease of use and perceived usefulness. These findings could be valuable in shaping
policies for enhancing the online database system at economics universities, taking into account the
students’ characteristics and the institution’s needs.

Keywords: economics universities; learning; online database systems; students

Citation: Nguyen, T.M.P. Factors JEL Classification: I23; I25; O32

Affecting the Adoption of Online
Database Systems for Learning
among Students at Economics
Universities in Vietnam. Eur. J. 1. Introduction
Investig. Health Psychol. Educ. 2023,
Technology has greatly impacted human life, particularly in the field of education. As
13, 820–835. https://doi.org/
a result, the development of online database systems at universities is rapidly increasing
10.3390/ejihpe13050062
both globally [1] and in Vietnam. The United States, a leader in education, has over 80% of
Academic Editors: María del Mar its universities developing their online database systems, according to Cyber Universities
Molero Jurado, Ana Belén 2018 statistics. Similarly, Vietnamese universities have been developing online database
Barragán Martín, África systems, such as the learning management system (LMS) and online libraries, to support
Martos Martínez, student learning.
Samuel Fernández-Salinero and
Policymakers and service system developers from universities should identify the
María del Mar Simón Márquez
factors that affect student usage to effectively develop online databases. Whereas studies
Received: 31 March 2023 evaluating the factors influencing the use of online database systems are common world-
Revised: 1 May 2023 wide, some notable studies have identified key factors affecting the success of the learning
Accepted: 5 May 2023 management system [2] and the use of academic online databases in higher education [3].
Published: 8 May 2023 These studies highlight the importance of understanding the needs of both students and
faculty members to effectively develop online database systems that meet their require-
ments. However, in the context of Vietnam, research on the use of online databases is
still limited, as most Vietnamese universities have only recently begun developing these
Copyright: © 2023 by the author.
systems. At economics universities, the online database system has only been promoted
Licensee MDPI, Basel, Switzerland.
since 2019 due to the COVID pandemic, and there has not been a study on the factors
This article is an open access article
affecting the effectiveness of student use. Therefore, conducting systematic research is
distributed under the terms and
essential to improving the online database system in universities.
conditions of the Creative Commons
The remainder of this study is organized as follows: Section 2 reviews the previous
Attribution (CC BY) license (https://
studies on online database systems, including LMS, e-library, and e-learning. Section 3
creativecommons.org/licenses/by/
4.0/).
describes the methodology used to collect the data sample. Section 4 presents the results

Eur. J. Investig. Health Psychol. Educ. 2023, 13, 820–835. https://doi.org/10.3390/ejihpe13050062 https://www.mdpi.com/journal/ejihpe
Eur. J. Investig. Health Psychol. Educ. 2023, 13 821

of the analysis and discusses potential solutions. Finally, Section 5 provides some key
conclusions for practical applications and recommendations.

2. Literature Review
The purpose of identifying the most significant difficulties of high school students
in using online databases and CDROMs is to propose design elements and instructional
strategies to make these tools more valuable as learning resources and identify the most
important issues related to the use of electronic information resources in schools.
Groote [4] conducted an outreach survey of 188 UIC Peoria faculty staff, residents,
and students to assess the use of online journals, the use of print journals, the use of
databases, the level of computer literacy, and other characteristics of library users. The
conclusion is that users prefer online resources for printing, and many choose to access
these online resources remotely. The result of the study also shows that the usability of
electronic libraries is a factor promoting the use of users for this system, the convenience
and availability of the entire text seem to play a role in the selection of online resources
for users.
To study the use of academic online databases in education at the University of
West Florida, a survey involving the use of faculty staff and perspectives towards online
databases was conducted [3]. Most respondents (n = 46) felt fairly consistent with academic
databases via the library at the university. However, some faculty members argue that
databases such as updated figures and social science citation indicators should be proposed
for future inclusion. Booker et al. [5] also carried out research for business students on
the delivery of information literacy instruction (ILI) through the application of online
library resources (OLR) by business students. Research using web-based surveys, including
closed-ended and open-ended questions, was conducted on 337 business students. The
analysis results based on the TAM theoretical model indicate that the ILI of students was
only beneficial in the early stages of using the library’s digital resources. This benefit
would be reduced or very little in the final results of use. At Limkokwing University of
Innovative Technology in Malaysia, a study of the factors influencing the success of LMS
was conducted by Jafari et al. [2]. The research model was developed by examining the
relationship between student outcomes (perceived usefulness) and information quality,
system quality, and readiness for online learning through the use of systems and user
satisfaction, quantitative data obtained through questionnaires. After analysis, the data
indicated that all relationships from the independent variable to the dependent variable
were significant, including (A) system quality, (B) information quality, (D) system use, (E)
user satisfaction (F), and user-perceived usefulness, except for the relationship between
readiness for e-learning and system use. The most influential variable is the quality of
information about user satisfaction and perceived usefulness, and the least influential
variables are readiness for online learning, system use, and perceived usefulness. At Bareyo
University, a study of the factors affecting the use of electronic databases by academic
staff was conducted by Farouk and Muhammad [6] with the aim of investigating the level
of use, the enabling factors, and the factors that impede the use of electronic databases
in the university’s library. The study uses a descriptive statistical approach to analyze
the data collected and offers factors that facilitate the use of the database, some of which
include: readiness to adapt to change, the availability of computers and ICT skills, internet
access, management support, and the awareness of the user’s initial electronic database.
However, the cost of accessing and using online databases, infrequent power supplies,
a lack of awareness, and too many difficult-to-remember passwords were found to be
obstacles to the use of electronic databases. In another study, Chen et al. [7] launched
a database examination study using structural equation modeling and Rasch modeling
to explore the contributing factors of learning and research in higher education from a
psychological assessment perspective. The study used ODAS modeling and feedback
analysis of 300 graduate students in Shanghai, collected using the stratified random sample
technique. The results showed that graduate students’ usefulness and ease of use of the
Eur. J. Investig. Health Psychol. Educ. 2023, 13 822

database played an intermediate role in establishing a connection between self-efficacy

and their intention to use computers and satisfaction with the database for research and
learning. In addition, the results of the analysis show that student satisfaction is indirectly
explained by the usefulness of the database through ease of use and intention to use.
Regarding the domestic database system, domestic studies mainly focus on specific
types of databases. It is possible to mention the research on factors affecting the intention
to use the e-learning system of students: the case of Hanoi University of Technology [8].
This research has provided useful suggestions for policymakers [9] and developers of
e-learning systems at the economics universities, such as: towards the core interests of
learners; building friendly systems; and improving technical barriers. In addition, the
factors affecting students’ intention to use mobile applications for education in Vietnam
have contributed three basic meanings to science and practice: the suitability of the research
model based on the TAM model; factors affecting the intention to use mobile applications
for education; and as a reference source for related studies [10]. At the same time, it
offers solutions to enhance applications such as investing in research and design; adding
features and experiences; solving technical barriers; and improving application efficiency.
It is impossible not to mention the research on the factors affecting the intention to use
e-libraries of students at universities in Hanoi based on the TAM model to conclude
whether the electronic library provides information and documents on many different
topics, covering a long time and whether regular and timely updates will help students’
learning, helping to increase the intention to use electronic libraries. At the same time, they
also recommend promoting communication about electronic libraries to students, pointing
out weaknesses to overcome [11].
Previous research has primarily focused on specific database subjects such as LMS, e-
library, and e-learning, but there is a lack of research related to the online database system in
general, especially in the context of economics universities in Vietnam. Therefore, this study
aimed to investigate the determinants that impact the use of the online database system in
the learning of students at six economics universities. The study provides recommendations
to improve the efficiency of the online database system and to better meet the needs of
students in the university. The study used three theories and six hypotheses, which are
shown below:
The theory of reasoned action (TRA) explains consumer behavior and determines their
behavioral predisposition based on general feelings of liking or disliking, which lead to
behavior, and subjective norms, which refer to the influence of others on their attitudes [12].
The technology acceptance model (TAM) is a theoretical model used to evaluate the
effects on the choice behavior of using technological devices for individual or collective
needs [13].
The theory of planned behavior (TPB) is a theory developed from the TRA, which
assumes that a behavior can be predicted or explained by behavioral tendencies to perform
that behavior. Behavioral tendencies include motivational factors that influence behavior
and are defined as the degree of effort that people put into the behavior [14].
Perceived effectiveness (PE) was defined as the personal perception of an individual’s
ability to use the system effectively. Individuals believe that their ability to use the system
will impact the expectations and usefulness of the service and promote their intention to
use the system. It was affirmed that perceived effectiveness had a significant influence on
the perceived usefulness and intention to use the E-learning system of students at Hanoi
University of Science and Technology [8].

Hypothesis H1a: The perceived effectiveness of the online database system has a positive impact
on students’ intention to use it for learning purposes.

Hypothesis H1b: Perceived effectiveness positively impacts the perceived usefulness of the online
database system.
Eur. J. Investig. Health Psychol. Educ. 2023, 13 823

Perceived ease of use (PEU): According to research by Le and Dao [8], perceived ease
of use is the perception of the ability to easily use the service when individuals are exposed
to the service system. The studies of Taylor and Todd [15]; Venkatesh and Davis [16]; and
Saroia and Gao [17] showed the synergistic effect of perceived ease of use on perceived
usefulness on the indirect intention of use. Perceived ease of use helps users have a happy
attitude and enjoy using services and products, thereby improving the intention to use [18].

Hypothesis H2a: Perceived ease of use positively influences the perceived usefulness of the online
database system.

Hypothesis H2b: Perceived ease of use has a positive impact on the attitude towards using the
online database system.

Technical barriers (TB): Based on the research theory of Julander and Soderlund [19],
technical barriers are the disadvantages in terms of the technology and techniques to access
the service system. Technical barriers have a major impact on the system acceptance process.
Therefore, to develop the system effectively, technological and technical factors must be
focused on reducing technical barriers for users [8].

Hypothesis H3: Technical barriers negatively affect students’ intention to use the online database
system for learning purposes.

Perceived usefulness (PU): Perceived usefulness is the degree to which users feel
that using the system will help them improve their efficiency at work. In addition, the
usefulness of the service is shown by helping customers save time, costs, and access to
diverse services [20]. Studies by Kim et al. [21] concluded that the greater the perceived
usefulness of users, the greater the influence on the intention to use.

Hypothesis H4: Perceived usefulness has a positive influence on students’ intention to use the
online database system for learning purposes.

Attitude to use (ATU): According to Ajzen [14], the intention to use something is
directly influenced by “attitude”, “subjective norm”, and “behavioral control perception”.
Attitude is defined as an individual’s positive or negative emotions when performing a
behavior with a clear purpose [22]. When the individual has a positive attitude toward an
action, the likelihood of performing that action is higher [23].

Hypothesis H5: A positive attitude towards using the online database system has a positive impact
on students’ intention to use it for learning purposes.

Convenience (CE): According to mental computation theory, convenience means

consuming less physical and mental energy to reduce time and effort to increase the
benefits of activities. For services or technology products, convenience is also the ability
to access and use the service system, which the service system provides to users [24]. In a
study by Gupta and Kim [25], it was shown that the convenience of the service also boosts
the user’s intention to use the service system.

Hypothesis H6: Convenience has a positive influence on students’ intention to use the online
database system for learning purposes.

Based on the theory of previous research, the study combined the analysis and deter-
mination of gaps in research. The research model has been designed in Figure 1.
 Eur.
Eur. J. Investig.
J. Investig. Health
Health Psychol.
Psychol. Educ.
Educ. 2023,
2023, 13 13 824824

Figure Proposed
1. 1.
Figure research
Proposed model.
research model.

3. 3.
Methodology
Methodology
The sample consisted of 492 students from six economics universities in Vietnam,
The sample consisted of 492 students from six economics universities in Vietnam,
selected through stratified random sampling. These six universities have different factors
selected through stratified random sampling. These six universities have different factors
in terms of investment in facilities, students’ admission scores, and different faculty staff.
in terms of investment in facilities, students’ admission scores, and different faculty staff.
This will ensure the objectivity and comprehensiveness of the survey as well as the high
This will ensure the objectivity and comprehensiveness of the survey as well as the high
reliability of the research results on student satisfaction when using online databases
reliability of the research results on student satisfaction when using online databases in
in learning. The survey was fully accepted by the survey participants, and students
learning. The survey was fully accepted by the survey participants, and students agreed
agreed to answer and provide information for the study. After the survey, 492 quality
to answer and provide information for the study. After the survey, 492 quality question-
questionnaires were filtered and used to conduct the survey, then the data were encoded,
naires were filtered and used to conduct the survey, then the data were encoded, entered,
entered, and cleaned.
and cleaned.
The data were collected through a questionnaire containing 29 observed measurement
variables Thefordata were
seven collectedgroups
proposed through of afactors,
questionnaire
including containing 29 observed
six independent measure-
factors and
ment variables for seven proposed groups of factors, including
one dependent factor. The study focused on analyzing and synthesizing six concepts and six independent factors
and onerelated
problems dependent
to thefactor.
use of The studysystems.
database focusedThese on analyzing
conceptsand andsynthesizing
problems were sixselected
concepts
and problems related to the use of database systems. These concepts
from various studies, including perceived ease of use and perceived usefulness [20,26–30], and problems were
selected from various studies, including perceived ease of use and
perceived effectiveness [28,31], convenience [24,25], attitude to use [14,22,23], and technical perceived usefulness
[20,26–30],
barriers perceived effectiveness [28,31], convenience [24,25], attitude to use [14,22,23],
[8,19].
andBased
technical barriers
on the [8,19].models of the theory of reasoned action (TRA), technology
theoretical
acceptanceBasedmodel
on the(TAM),
theoretical modelsof
and theory ofplanned
the theory of reasoned
behavior (TPB),action
and the(TRA), technology
results of the
acceptance model (TAM), and theory of planned behavior (TPB),
research by Le and Dao [8], the study proposed a theoretical model that identified factors and the results of the
research by Le and Dao [8], the study proposed a theoretical
affecting the use of online database systems in the learning of students at economics model that identified factors
affecting the
universities in use of online
Vietnam. Thedatabase
influencingsystems
factors in were
the learning
measured of students at economics
by six factors: perceived uni-
effectiveness, perceived ease of use, technical barriers, perceived usefulness, attitude to use,ef-
versities in Vietnam. The influencing factors were measured by six factors: perceived
fectiveness,
and convenience. perceived ease of use, technical barriers, perceived usefulness, attitude to use,
andSurvey
convenience.
Questions: The author of this study developed a questionnaire consisting of
7 factors Survey
and 29Questions:
observations The(Appendix
author of this studyon
A) based developed a questionnaire
previous studies, buildingconsisting
a researchof
model, developing hypotheses, and performing testing, regression, and evaluation aanalysis
7 factors and 29 observations (Appendix A) based on previous studies, building research
model, developing hypotheses, and performing testing, regression,
for results and solutions. The questionnaire is developed to be suitable for students and evaluation analy-
at
sis for results
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29 variables, rated on and provide
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2: disagree; rated onLevel
Level 3: normal; a Likert
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scaleLevel
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to 5 (levelagree) to measure
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in the all databases of the at
of students University
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LMS (learning
tions, management
the database systems system),
mentionede-Learning, the systemofofthe
are all databases websites, e-library,
University Ebooks,
of Economics,
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includingand LMSZalo that students
(learning are using.
management system), e-Learning, the system of websites, e-li-
In quantitative
brary, research,
Ebooks, Facebook, andthe datathat
Zalo analysis
students usedarefor this study are exploratory factor
using.
analysis (EFA), confirmatory factor analysis (CFA), and
In quantitative research, the data analysis used for this study structural equation modeling (SEM).
are exploratory factor
When conducting exploratory factor analysis (EFA), the
analysis (EFA), confirmatory factor analysis (CFA), and structural equationsample size should be at least 50,
modeling
(SEM). When conducting exploratory factor analysis (EFA), the sample size should be at
Eur. J. Investig. Health Psychol. Educ. 2023, 13 825

preferably 100, and the observation/measurement ratio should be at least 5:1 and preferably
10:1 according to Hair et al. [32] and Nguyen [33]. In this study, the total number of observed
variables is 29 observed variables for 7 proposed groups of factors. The research scale
for the proposed factor groups is inherited from the study of Jalilvand et al. [34], so the
minimum sample size is 29 × 5 = 145 and the best sample size is 29 × 10 = 290. However,
because the rate of qualitative response to survey questionnaires is usually not high, in
order to ensure the minimum sample size, the study surveyed the questionnaires and
collected 554 survey questionnaires after reviewing and filtering out 492 votes. The larger
the sample size, the smaller the error, and the higher the reliability of the research results.
In this research, the sample size was chosen as n = 492. The software used for the statistical
analysis is SPSS and AMOS.

4. Results
4.1. Scale Reliability Evaluation
The reliability of the scale was assessed using Cronbach’s Alpha coefficient. The results
of the Cronbach’s Alpha test for variable groups in the study model show that:
The concept of perceived effectiveness (PE) is measured by three component scales
with a Cronbach’s Alpha reliability value of 0.763, achieving a good value for the unidirec-
tionality of each component of the scale, in which the total correlation coefficients fluctuate
from the lowest at 0.583 to the highest at 0.611; the alternative reliability coefficient when
the highest scale component type is 0.695, compared to the measured Cronbach’s Alpha
value of 0.763, which is still smaller. Therefore, the scale of components of this concept is
conditioned on measuring aspects of the concept.
The concept of perceived ease of use (PEU) is measured by five component scales
with a Cronbach’s Alpha reliability value of 0.851, achieving a good value for the unidi-
rectionality of each component of the scale, in which the correlation coefficients vary from
the lowest 0.635 to the highest 0.692, the reliability coefficients replace when the highest
scale component type is 0.828, compared to the measured Cronbach’s Alpha value of 0.851,
which is still smaller. Therefore, the scale of components of this concept is conditioned on
measuring aspects of the concept.
The concept of technical barriers (TB) is measured by four component scales with a
Cronbach’s Alpha reliability value of 0.805, achieving a good value for the unidirectionality
of each component of the scale, in which the total correlation coefficients fluctuate from the
lowest 0.602 to the highest 0.643; the alternative reliability coefficients when the highest
scale component type is 0.828, compared to the measured Cronbach’s Alpha value of 0.764,
which is still smaller. Therefore, the scale of components of this concept is conditioned on
measuring aspects of the concept.
The concept of perceived usefulness (PU) is measured by four component scales with a
Cronbach’s Alpha reliability value of 0.802, achieving a good value for the unidirectionality
of each component of the scale, in which the correlation coefficients vary from the lowest
0.602 to the highest 0.645; the reliability coefficient replace when the highest scale compo-
nent type is 0.759, compared to the measured Cronbach’s Alpha value of 0.802, which is
still smaller. Therefore, the scale of components of this concept is conditioned on measuring
aspects of the concept.
Based on the test results in Tables 1 and 2, all 29 observed variables showed satisfactory
results, indicating that the scale used in the implementation of EFA is reliable. Therefore,
29 observations are sufficient to ensure the reliability of the scale.
Eur. J. Investig. Health Psychol. Educ. 2023, 13 826

Table 1. Cronbach’s Alpha Scale Reliability Test Results.

Items PEU PE TB PU ATU CE ITU

Cronbach’s Alpha 0.851 0.763 0.805 0.802 0.785 0.837 0.866 Total
Number of inspection observations 05 03 04 04 03 05 05 29
The number of observations accepted 05 03 04 04 03 05 05 29
Number of observations removed 00 00 00 00 00 00 00 00

Table 2. Cronbach’s Alpha and pattern matrix after extracting unmoderated items.

Factor Cronbach’s Alpha

Items
1 2 3 4 5 6 7
Perceived ease of use (PEU) 0.851
PEU4 0.862 0.813
PEU5 0.767 0.825
PEU2 0.709 0.815
PEU1 0.645 0.822
PEU3 0.625 0.828
Convenience (CE) 0.837
CE2 0.786 0.795
CE3 0.723 0.802
CE4 0.720 0.797
CE1 0.676 0.809
CE5 0.609 0.816
The intention to use (ITU) 0.866
ITU3 0.839 0.833
ITU2 0.716 0.842
ITU5 0.709 0.829
ITU1 0.655 0.838
ITU4 0.533 0.845
Technical barriers (TB) 0.805
TB3 0.753 0.761
TB4 0.736 0.744
TB1 0.672 0.753
TB2 0.619 0.764
Perceived usefulness (PU) 0.802
PU3 0.748 0.738
PU4 0.713 0.758
PU1 0.695 0.759
PU2 0.678 0.755
Perceived effectiveness (PE) 0.763
PE2 0.732 0.664
PE1 0.698 0.688
PE3 0.680 0.695
Eur. J. Investig. Health Psychol. Educ. 2023, 13 827

Table 2. Cont.

Factor Cronbach’s Alpha

Items
1 2 3 4 5 6 7
Attitude to use (ATU) 0.785
ATU3 0.736 0.680
ATU1 0.701 0.715
ATU2 0.665 0.731
Kaiser–Meyer–Olkin (KMO) Measure of Sampling Adequacy 0.901
Sig. (Bartlett’s Test of Sphericity) 0.000
Cumulative (%) 65.100
The Value of Initial Eigenvalue 1.101

4.2. Exploratory Factor Analysis (EFA)

By PCA extraction and Promax rotation, the EFA test results of independent variables
for KMO and Barlett’s test results showed that KMO = 0.901 > 0.05 and Sig. = 0.000 < 0.05,
thereby concluding that the observed variables included in the analysis are correlated with
each other and the appropriate EFA discovery factor analysis used in this study in Table 3.

Table 3. Results of EFA exploratory factor analysis for independent variables.

KMO and Bartlett’s Test

Kaiser-Meyer-Olkin Measure of Sampling Adequacy 0.901
Approx. Chi-Square 6253.089
Bartlett’s Test of Sphericity df 406
Sig. and nbsp 0.000

The results of the factor analysis also show that the total variance explained is
65,100% > 50%, and the stopping point when deducting at the seventh factor is 2.722 > 1
all meet the conditions. Seven factors were drawn from the analysis of 29 included scales.
The rotation matrix results of the EFA analysis show that seven new groups of factors with
observed variables with factor load coefficients greater than 0.3 are satisfactory.
The study conducted EFA analysis with seven factors, PEU, CE, ITU, TB, PU, PE, and
ATU, which were inherited from previous studies. The reason why this study used EFA
is that these factors may be meaningfully relevant to previous studies when conducting a
survey in this study about the use of online data in learning among students. The University
of Economics in Vietnam may give different results, which are not necessarily consistent or
similar to the results of previous studies. Therefore, the study uses EFA analysis with five-
Likert scales to assess the subjective opinions of students at six universities of economics
surveyed about the use of online databases in learning. Which factors and observed
variables have the greatest impact and how do they have a linear relationship, correlated
with each other? The results of the EFA analysis (Appendix B) indicate that the factor
loading of all variables meets the requirements (>0.5), from which the seven groups were
placed in the following order:
Group 1: The results of the EFA analysis on “Perceived ease of use” show that five
measurement criteria are ranked by rising influence: PEU3, PEU1, PEU2, PEU5, and PEU4
with factor loadings from 0.625 to 0.862. Thus, the variable “You find it easy to exchange
information with the online database system” has the most influence on the use of the
online database system by students.
Eur. J. Investig. Health Psychol. Educ. 2023, 13 828

Group 2: The results of the EFA analysis on “Convenience” show that five measure-
ment criteria are sorted by ascending influence: CE5, CE1, CE4, CE3, and CE2 with factor
loadings from 0.609 to 0.786. The variable “The current online database is easily accessible”
has the biggest impact.
Group 3: The results of the EFA analysis on “Intention to use” show that five measure-
ment criteria are ranked by ascending influence: ITU4, ITU1, ITU5, ITU2, and ITU3 with
factor loadings from 0.533 to 0.839. The variable “You will continue to use online databases
that are in use for a long time and often” has the highest value and greatest influence.
Group 4: The results of the EFA analysis on “Technical barriers” show that four
measurement criteria are sorted by ascending influencing degrees: TB2, TB1, TB4, and TB3
with factor loadings from 0.619 to 0.753. “Accessing online databases requires separate
software, requiring an understanding of information technology of users” has the greatest
value and impact.
Group 5: The results of the EFA analysis on “Perceived usefulness” show that four
measurement criteria are arranged by ascending level: PU2, PU1, PU3, and PU4 with
factor loadings from 0.678 to 0.748. “Use the online database to bring utilities” has the
highest value.
Group 6: The results of the EFA analysis on “Perceived Effectiveness” show that three
measurement criteria are sorted by increasing level of influence: PU3, PU1, and PU2 with
factor loadings from 0.680 to 0.732. “You put your trust in using online databases for your
learning” gives the greatest value.
Group 7: The results of the EFA analysis on “Attitude to use” show that three measure-
ment criteria are arranged by ascending level of influence: ATU2, ATU1, and ATU3 with
factor loadings from 0.665 to 0.736. “You feel that online databases have many advantages”
gives the highest value.

4.3. Confirmatory Factor Analysis (CFA)

Look at the CFA results for the model in Table 4:

Table 4. Model fit results.

CMIN/DF CFI TLI RMSEA

1.852 0.949 0.942 0.042

First, because Chi-square/df = 1.852 < 2, TLI = 0.942 > 0.90, CFI = 0.949 > 0.90, and
RMSEA = 0.042 < 0.08, it can be said that the model is suitable for the market data.
Second, the (normalized) weights are all greater than 0.5. It ranges from 0.666 to 0.797,
and all have p < 0.05, so the scales reach the convergence value.
Third, because the model is consistent with market data and the observed variables
are not correlated, the scale achieves unidirectionality based on indicators: AVE > 0.5 and
CR > 0.7.
Fourth, the AVE coefficients of the above seven groups are all larger than MSV, so
the scale achieves differentiation. Thus, the model is consistent with market data, the
concepts of achieving convergent value, achieving unidirectionality, distinguishing value,
and measuring scale reliability in Table 5.
Eur. J. Investig. Health Psychol. Educ. 2023, 13 829

Table 5. CR and AVE evaluation table.

CR AVE MSV MaxR(H) CE PEU TB ITU ATU PU PE

CE 0.838 0.51 0.366 0.84 0.714
PEU 0.852 0.535 0.306 0.853 0.343 0.732
TB 0.805 0.509 0.356 0.807 0.391 0.372 0.713
ITU 0.866 0.565 0.402 0.868 0.605 0.553 0.597 0.751
ATU 0.786 0.551 0.362 0.792 0.559 0.199 0.537 0.602 0.742
PU 0.802 0.504 0.133 0.804 0.364 0.269 0.197 0.363 0.169 0.71
PE 0.764 0.519 0.402 0.766 0.313 0.509 0.499 0.634 0.434 0.229 0.72

4.4. Structural Equation Modeling Analysis (SEM)

According to the following summary table, in theory for good, the three indicators
GFI, TLI, and CFI are all above 0.9. However, it is difficult to achieve all three indicators.
According to Nguyen and Nguyen [35], the model with TLI, CFI ≥ 0.9 and CMIN/df ≤ 3,
and MRSEA ≤ 0.08 is acceptable. Take this criterion and compare it with the actual
acceptable results of the data set by the model.
Eur. J. Investig. Health Psychol. Educ. 2023,The
13 SEM model analysis results show that the research model is consistent with market
829
data: Chi-square; CMIN/df = 2.362; GFI = 0.897; TLI = 0.908; CFI = 0.918; RMSEA = 0.053
in Figure 2.

Figure2.2.SEM
Figure SEManalysis.
analysis.

Table
Table66shows
showsthe theresults
results of
of the
the hypothesis testingfor
hypothesis testing forthe
therelationships
relationships between
between thethe
factors in the proposed model. The p-values
factors in the proposed model. The p-values for the relationships are all below the 5%5%
for the relationships are all below the
significance
significancelevel.
level. The
The relationship betweenPE
relationship between PEand
andPUPUhashasa areliability
reliability
of of
90%90% at the
at the 5%5%
significance level, indicating that PE does not have a significant impact on
significance level, indicating that PE does not have a significant impact on PU in the same PU in the same
direction.
direction. However, at the 10% significance level, PE has a significant positive impact on on
However, at the 10% significance level, PE has a significant positive impact
PU.
PU.The
Thestudy
studycan canalso
alsoobserve
observe that at pp << 0.05,
that at 0.05,PE,
PE,PEU,
PEU,CE,CE,ATU,
ATU,and andPUPU have
have a positive
a positive
impact
impactononITU,
ITU,while
whileTB TBhas
has aa negative impacton
negative impact onITU.
ITU.

Table 6. Results of SEM model estimation.

Relationship Unstandardized Normalizations Standard Error p-Value

ATU <--- PEU 0.296 0.259 0.063 0.000
Eur. J. Investig. Health Psychol. Educ. 2023, 13 830

Table 6. Results of SEM model estimation.

Relationship Unstandardized Normalizations Standard Error p-Value

ATU <--- PEU 0.296 0.259 0.063 0.000
PU <--- PEU 0.196 0.216 0.061 0.001
PEU <--- PE 0.116 0.129 0.063 0.064
ITU <--- PE 0.293 0.273 0.063 0.000
ITU <--- PEU 0.223 0.206 0.057 0.000
ITU <--- TB -0.196 −0.179 0.056 0.000
ITU <--- CE 0.257 0.256 0.047 0.000
ITU <--- ATU 0.235 0.249 0.041 0.000
ITU <--- PU 0.123 0.103 0.05 0.013

5. Discussion
The survey data analysis showed that all six factors examined (convenience, technical
barriers, perceived effectiveness, perceived ease of use, perceived usefulness, and attitude
to use) significantly affected the use of online database systems by students at six economics
universities in Vietnam. The factor with the strongest influence was perceived effectiveness,
while perceived usefulness had a reverse effect.
These findings support the reliability of the technology acceptance model (TAM) in
predicting students’ intention to use online database systems, specifically the factors of
perceived ease of use and perceived usefulness. This is consistent with recent studies in
online learning systems and e-commerce services [8,26,27,36,37].
Furthermore, our study revealed the significant influence of technical barriers on
students’ intention to use online database systems. This emphasizes the importance of
considering technology-related factors and implementing technological solutions to reduce
barriers to users caused by technical issues. To improve the use of online database systems
in student learning at economics universities.
The factor “Perceived effectiveness” with the strongest influence among the six ele-
ments of the model was perceived effectiveness, accounting for 27.3% of the variance in
students’ intention to use the online database system. This indicates that students at the
university prioritize and expect features that provide value and direct benefits in their use
of the system for learning. The desire for efficiency when using technology is likely to
continue to grow as technology advances.
The results of the study suggest that perceived ease of use has a relatively strong
influence on students’ use of online database systems in their learning at six economics
universities, with a percentage of 20.6%. The analysis indicates that students are more likely
to adopt and utilize the database system if it has a user-friendly design. With self-study
becoming increasingly popular, the need to find relevant documents is also increasing,
making it crucial for the database system to be easily accessible and navigable for students.
Through the evaluation according to the intended behavior theory (TPB) of Fishbein
and Ajzen [12], combined with the research results, it was found that the technical barrier
strongly influenced, −17.9%, the use of the online database system in the learning of
students of National Economics University. The barriers are easy to encounter such as
incompatibility with equipment, software errors, etc. If this problem is not overcome,
students will notice the inconvenience and reduce the use of the online database system in
their learning.
From the analysis, it was found that the perceived usefulness has a relative impact
on the use of the online database system in the learning of students at six economics
universities, at 10.3%. Due to the popularity of the internet in Vietnam, we have more and
more opportunities to access information and data, but not all sources of information are
Eur. J. Investig. Health Psychol. Educ. 2023, 13 831

useful to users. Therefore, the more valuable the database system is to students, the more
students will use the system in the learning process.
The attitude towards using impacts on the use of online database systems in the
learning of students at economics universities at a high level of 24.9%. Attitude is also
affected by perceived ease of use at 25.9%. The perceived usefulness factor does not affect
the use attitude factor. The DATA base system with proximity and convenience in use will
be well received by students and have a good attitude to influence in the same direction as
their use.
The research tested the hypothesis H6, and the results showed that the correlation
between these two factors is relatively large, with a rate of 25.6%. The convenience of the
system will promote the use of students because students always want to access and use
the school’s system easily.
Thus, the results show that six out of six factors affect the use of online database
systems in the learning of students of six Vietnamese economics universities including
convenience, technical barriers, perceived effectiveness, perceived ease of use, perceived
usefulness, and attitude to use. This is consistent with previous studies. Firstly, the per-
ceived effectiveness and convenience positively affect the use of the online database system
in students’ learning. This is consistent with research in Korea [28,31]. Second, research
shows that the factors of the TAM model (perceived ease of use, perceived usefulness) are
factors that positively affect students’ intended use of the database system. This again
validates the reliability of the TAM model for technology services. This result is quite
similar to recent studies such as Le and Dao [8], Cakir and Solak [26] and Mohammadi [27]
for online training systems or in e-commerce services such as Klopping and Mckinney [36]
and Uroso et al. [37]. Third, the study found that attitudes to use positively impact the
use of online database systems in students’ learning. This was also mentioned in some
previous studies by Davis [20] and Venkatesh and Davis [16]. Through the survey data
analysis results, the study also noted the clear influence of technical barriers on the current
E-learning system acceptance process. This is consistent with Julander and Soderlund [19]
and Le and Dao [8]. If the system has technical barriers such as being difficult to use,
incompatible with other devices or software, or does not meet performance or scalability
requirements, the user may have difficulty using the system and may have a negative
attitude or no intention of using it. Technical barriers can also affect the reliability and
availability of the database system, causing problems or loss of data and compromising
user trust in the system.

6. Conclusions and Recommendation

The study suggests implementing the following solutions:

6.1. For Economics Universities

Firstly, Vietnamese universities are not real service companies [33]. Therefore, eco-
nomics universities need to improve the accessibility of the system to make it more con-
venient for students to access the system. The school needs to disseminate the general
knowledge and benefits of the university’s online database system to students by orga-
nizing seminars and workshops to guide new students on how to use the system so that
students can better understand the system and be able to use all the functions and tools of
the system optimally.
Secondly, the perceived effectiveness for students also needs to be improved through
the establishment of a system that is compatible with all operating systems in students’
devices, especially the need to install more system versions suitable for devices running
macOS 11.0 or lower, build tools in the system friendly, regularly add new utilities as well
as new features and experiences.
Thirdly, the school needs to improve the usefulness of the system. Students today
have a very high demand for finding materials online, so universities should invest in and
update a variety of learning materials on the Reader electronic library. In addition, lecturers
Eur. J. Investig. Health Psychol. Educ. 2023, 13 832

should also post more soft copies of documents in addition to the main material on the
class in the LMS channel so that students can easily receive more sources of information
and knowledge.
Fourthly, the online database system needs to be improved through a reduction in
technical barriers. The school should invest in and upgrade the hardware of the system to
avoid overloading and crashing the system every time there is a large number of students
accessing it in a period of time.
Last, the school needs to strictly manage and control the system to promptly prevent
hackers from hacking to disrupt the system or hackers posting unhealthy content that
affects the school and students.

6.2. For the Students

Every student, especially freshmen, needs to actively register and participate in lessons,
training seminars, and tutorials using the universities’ online database system, thereby
equipping themselves with the knowledge and skills necessary to use the channels of the
support system for learning most effectively.
In addition, each student should actively update new versions of the application in
the online database system on his/her devices to gain a better experience during use for
his/her learning. Students should take advantage of these utilities and arrange and use the
channels of the system for learning in a reasonable, effective way, avoiding wasting time.
Furthermore, the students can exchange and share the usage and access to their
effective system. Students also regularly contribute comments to economics universities
about the inadequacies and limitations of the system in the process of using it for learning so
that the universities can promptly fix and repair it to bring the best experience to students.
The limitations of the study: The study only studied six influencers inherited from the
overview of previous studies to the use of online databases of six representative universities
in Vietnam. Other factors related to or arising from the research have not been studied. The
study stopped at the study of the impact of the use of online data systems in the learning
of students in terms of effectiveness, ease of use, technical barriers, usefulness, attitude to
use, and convenience in using online data systems in the learning of students.

Funding: This research was funded by the National Economics University, Hanoi, Vietnam.
Institutional Review Board Statement: Not applicable.
Informed Consent Statement: Written informed consent was obtained from all subjects involved in
the study.
Data Availability Statement: Data supporting the reported results can be requested from the first author.
Conflicts of Interest: The author declares no conflict of interest.

Appendix A. Summary of Influencing Factors and 29 Observed Variables in the

Survey Questionnaire
Content of Question Reference

1. Perceived effectiveness (PE)

You can easily use the online database.

[8,18,31]
You put your trust in using online databases for your learning.
You are proficient in using electronic devices to access online databases.

2. Perceived ease of use (PEU)

You find the online database system easy to use. [11,20,37]

Online database system makes it easy for users to learn.
Eur. J. Investig. Health Psychol. Educ. 2023, 13 833

Content of Question Reference

Easy online database system can be proficient in using.
You find it easy to exchange information with the online database system.
The online database system has a convenient interface for use.

3. Technical barriers (TB)

Some operating systems on electronic devices do not support online database system access.
The ability to store the database and the speed of user access is affected by the information technology system. [3,20,21]

Accessing online databases requires separate software, requiring an understanding of information technology
of users.

4. Perceived usefulness (PU)

Using online databases to improve learning.

Using online databases to improve learning outcomes. [11,20,37]
Materials provided on the online database are useful to students.
Use the online database to bring utilities.

5. Attitude to use (ATU) [9,20]

You prefer online databases.

You like to use online databases for learning.
You feel that online databases have many advantages.

6. Convenience (CE)

Online databases are accessible anytime, anywhere as long as there is an internet connection.
The current online database is easily accessible. [24,25]
Online database helps you save time studying.
Online database helps you be proactive in arranging study time and finding documents.

7. Intention to use (ITU)

You want to experience all the features of the online database. [9,20]
You are ready to experience and use new online databases.
You will continue to use online databases that are in use for a long time and often.
You will recommend these online databases to those who do not know or new students to the school.

Appendix B. Summary of Research Results EFA

Components
1 2 3 4 5 6 7
PEU4 0.862
PEU5 0.767
PEU2 0.709
PEU1 0.645
PEU3 0.625
CE2 0.786
CE3 0.723
CE4 0.720
Eur. J. Investig. Health Psychol. Educ. 2023, 13 834

Components
1 2 3 4 5 6 7
CE1 0.676
CE5 0.609
ITU3 0.839
ITU2 0.716
ITU5 0.709
ITU1 0.655
ITU4 0.533
TB3 0.753
TB4 0.736
TB1 0.672
TB2 0.619
PU3 0.748
PU4 0.713
PU1 0.695
PU2 0.678
PE2 0.732
PE1 0.698
PE3 0.680
ATU3 0.736
ATU1 0.701
ATU2 0.665
KMO 0.901
Eigenvalue 1.101
SigiBarlett 0.000
Total
variance 65.100
extracted
Source: Compiled from SPSS analysis.

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