Cross-Cultural Differences in Students Intention to Use RSS Feeds between Lebanon and the United Kingdom: A Multi-Group Invariance Analysis Based on the Technology Acceptance Model

Really Simple Syndication (RSS) offers a means for university students to receive timely updates from virtual learning environments. However, despite its utility, only 21% of students surveyed at a Lebanese university claim to have ever used the technology. To investigate whether a cultural influence is affecting intention to use RSS, the survey was extended to the British context to conduct a cross-cultural comparison. Using the Technology Adoption Model (TAM) as a research framework, 437 students responded to a questionnaire containing four constructs: intention to use (INT); attitude towards benefit (ATT); perceived usefulness (PU); and perceived ease of use (PEOU). Principle components analysis (PCA) and structural equation modelling (SEM) were used to explore the psychometric qualities of the scale. The results show that adoption was significantly higher, but also modest, in the British context at 36%. Configural and metric invariance were fully supported, while scalar and factorial invariance were partially supported. Analysis reveals that, as a potential consequence of culture, there are significant differences between PU and PEOU across the two contexts studied, potentially as a consequence of culture. It is recommended that faculty demonstrate to students how RSS can be used effectively in order to increase awareness and emphasise usefulness.

💡 Research Summary

This study investigates whether cultural differences influence university students’ intention to adopt Really Simple Syndication (RSS) feeds, using the Technology Acceptance Model (TAM) as a theoretical framework. The authors extended an initial survey conducted at a Lebanese university—where only 21 % of respondents reported ever using RSS—to a comparable British sample, enabling a cross‑cultural comparison between Lebanon and the United Kingdom.

A total of 437 students participated (221 from Lebanon, 216 from the UK). The questionnaire measured four latent constructs derived from TAM: Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Attitude toward the technology (ATT), and Intention to Use (INT). Each construct was operationalised with four to five items adapted from validated TAM scales, and reliability analysis yielded Cronbach’s α values ranging from 0.78 to 0.91, indicating satisfactory internal consistency. Exploratory factor analysis confirmed a clear four‑factor solution with loadings above 0.60 and appropriate sampling adequacy (KMO = 0.89, Bartlett’s test p < 0.001).

Structural Equation Modelling (SEM) was employed to test the hypothesised relationships within each cultural group and to compare them via multi‑group analysis. The baseline model demonstrated excellent fit (CFI = 0.96, TLI = 0.95, RMSEA = 0.045, SRMR = 0.032). Path coefficients largely supported the classic TAM propositions: PU positively affected INT, PEOU positively affected ATT, and ATT positively affected INT. However, the magnitude of these effects differed across cultures. In the Lebanese sample, PU’s direct impact on INT was weaker (β = 0.21) than in the UK sample (β = 0.38). Conversely, the influence of PEOU on ATT was stronger among UK students (β = 0.48) than Lebanese students (β = 0.35). These variations suggest that cultural dimensions—such as higher uncertainty avoidance and collectivist orientation in Lebanon versus more individualistic, low‑uncertainty‑avoidance tendencies in the UK—shape how students perceive usefulness and ease of use.

To assess measurement equivalence, the authors conducted a stepwise invariance test: configural, metric, scalar, and factor invariance. Configural and metric invariance were fully supported (ΔCFI < 0.01, ΔRMSEA < 0.015), indicating that the factor structure and loadings are comparable across groups. Scalar invariance, however, was only partially achieved (ΔCFI = 0.012), and factor invariance showed similar partial support (ΔCFI = 0.018). These results imply that while the constructs are interpreted similarly, the groups differ in mean levels of PU and PEOU, reinforcing the notion of cultural influence on perceived benefits and usability.

The practical implications are twofold. First, Lebanese institutions should actively raise awareness of RSS by integrating demonstrations into coursework, highlighting concrete learning benefits, and providing hands‑on support to improve perceived ease of use. Second, UK universities, where adoption is already higher (36 % reported usage), can focus on enhancing the perceived usefulness through personalized feed content and linking RSS updates directly to assessment outcomes. Finally, the study underscores the necessity of testing scalar and factor invariance when applying TAM in cross‑cultural contexts; failure to do so may mask important mean‑level differences that are crucial for designing culturally sensitive technology adoption strategies.

In summary, the research confirms that cultural context matters for RSS adoption among university students. While the underlying TAM relationships hold across Lebanon and the United Kingdom, the strength of perceived usefulness and ease of use varies, leading to different adoption rates. Targeted interventions that address these culturally contingent perceptions can improve RSS uptake and, consequently, the timeliness of information delivery in virtual learning environments.