Video-Based Learning Adoption: A Typology of Learners

This work builds on complexity theory in order to identify different types of learners that use video-based learning (VBL). VBL has great value as an educational tool which has already been identified in various contexts. This study combines learners’ demographics with learners’ experience in a conceptual model to explain the adoption of VBL technologies. We test and validate the proposed model through a survey on 260 VBL users, by implementing the data analysis tool fsQCA (fuzzy-set Qualitative Comparative Analysis). The findings indicate eight configurations of learners’ demographics and learners’ experience that lead to high intention to adopt VBL. The results take a step further the literature of VBL by taking a different approach and implementing a different methodology, which has recently started to receive increasing attention. We also offer theoretical and practical implications by identifying distinct types of learners that have high behavioral intentions towards VBL.