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Cameras Off: Cultural and Social Influences on Students’ Webcam Use in Online Learning Cover

Cameras Off: Cultural and Social Influences on Students’ Webcam Use in Online Learning

By: Rania Za’rour  
Open Access
|Dec 2025

Figures & Tables

Figure 1:

Proposed model structure *the arrow represents a direct relationship between all the variables on its left with the variables to its right.
Proposed model structure *the arrow represents a direct relationship between all the variables on its left with the variables to its right.

Figure 2:

SMART PLS 4.0 output model.
SMART PLS 4.0 output model.

Confirmed and unconfirmed hypotheses_

Hypothesis numberPath coefficientT-valueP-valueConfirmed/not confirmed
H11.5559.3010.0Confirmed
H21.0737.3590.0Confirmed
H3−0.0010.0180.985Not confirmed
H4−0.0160.2770.782Not confirmed
H50.6237.9290.0Confirmed
H60.2162.9890.003Confirmed

Path analysis: Direct effects, indirect effects, and total effects in the model_

PathDirect effectsIndirect effectsTotal effects
IC -> AT−0.078 (1.861)−0.004 (0.266)−0.082 (1.362)
IC -> PEU−0.016 (0.277)N/A−0.016 (0.277)
IC -> PU−0.001 (0.018)N/A−0.001 (0.018)
PEU -> AT0.216 (2.989)**N/A0.216 (2.989)**
PU -> AT0.623 (7.929)**N/A0.623 (7.929)**
SN -> AT0.513 (3.079)**1.201 (6.316)***1.714 (10.015)***
SN -> PEU1.073 (7.359)***N/A1.073 (7.359)***

Reliability and validity indices for the proposed measurement model_

Model’s constructsCronbach’s alpha (standardized)Cronbach’s alpha (unstandardized)Composite reliability (rho_c)Average variance extracted (AVE)
AT0.8780.8770.8750.605
IC0.9090.9080.9020.619
PEU0.9410.9400.9300.634
PU0.9720.9710.9570.648
SN1.0031.0020.9850.662

Significant, moderately significant and non-significant paths of the model_

Path categoryPathCoefficient, T-value, P-valueAssociated constructs
Significant pathsPU -> AT0.623, 7.929, 0.000Perceived usefulness (PU) -> attitude (AT)
SN -> PU1.555, 9.301, 0.000Subjective norm (SN) -> perceived usefulness (PU)
SN -> PEU1.073, 7.359, 0.000Subjective norm (SN) -> perceived ease of use (PEU)
SN -> AT0.513, 3.079, 0.002Subjective norm (SN) -> attitude (AT)
Moderately significant pathsPEU -> AT0.216, 2.989, 0.003Perceived ease of use (PEU) -> attitude (AT)
Non-significant pathsIC -> AT−0.078, 1.861, 0.063Individualism-collectivism index (IC) -> attitude (AT)
IC -> PEU−0.016, 0.277, 0.782Individualism-collectivism index (IC) -> perceived ease of use (PEU)
IC -> PU−0.001, 0.018, 0.985Individualism-collectivism index (IC) -> perceived usefulness (PU)

j_culture-2025-0087_tab_1001

Questionnaire itemsThe construct questionnaire’s items present
I use a mobile phone, laptop, PC, or tablet to log into my online classes.I have a stable broadband connection at home.I rely on prepaid broadband subscriptions through cellphone providers.I own my smart device (mobile phone, laptop, PC, tablet).Logging into online classes using a big-screen gadget is better than using a smaller one, like a phone’s screen.Facilitating conditions adapted from Scherer et al. (2019)
Using a webcam in online classes helps me to learn more efficiently.Using a webcam in online classes improves my academic performance.Using a webcam in online courses adds to the authenticity of learning.Using a webcam in online classes is advantageous for learning languages.Perceived usefulness adapted from Davis (1989), Marangunić and Granić (2015), Granić and Marangunić (2019), and Alfadda and Mahdi (2021).
Overall, I believe that Webcams are easy to use.It is easy for me to turn the webcam on and off during the class.I worry that I do not have a complete understanding of using webcams.I worry my equipment may shut down during class.Perceived ease of use adapted from Davis (1989), Marangunić and Granić (2015), Granić and Marangunić (2019), and Alfadda and Mahdi (2021).
I believe that Webcam use helps me cooperate with classmates.I do not mind when professors and other students see me during an online class.I believe that direct discussions during online classes help my learning experience.Attitude adapted from Davis (1989), Zhang et al. (2008), Marangunić and Granić (2015), Granić and Marangunić (2019), and Alfadda and Mahdi (2021).
People whose opinions I value (family and close friends) think using a webcam during online classes is essential.My fellow students turn their webcams on during online classes.It is becoming the norm in higher education to have webcams on in synchronous classes.My friends and fellow students think webcams are a good idea and help keep students engaged.My family thinks webcams are a good idea and help keep students engaged.Subjective norm adapted from Ajzen and Fishbein (1980), Scherer et al. (2019), and Huang et al. (2019).
University regulations should enforce the use of webcams during online classes.Students who refuse to use webcams should be penalized.Students should turn their cameras on during online classes, even if uncomfortable, because group success is more important than individual success.In blended courses, we are required to open our webcam on online days.Individualism-collectivism index adapted from Hofstede (2011).

R2 values for exogenous variables_

Endogenous variablesExogenous variablesR2 values
Attitude (AT)Influenced by PU, PEU, SN, and IC0.537
Perceived usefulness (PU)Influenced by SN and IC0.966
Perceived ease of use (PEU)Influenced by SN and IC0.329
Language: English
Submitted on: Jul 15, 2025
Accepted on: Nov 26, 2025
Published on: Dec 15, 2025
Published by: Sciendo
In partnership with: Paradigm Publishing Services

© 2025 Rania Za’rour, published by Sciendo
This work is licensed under the Creative Commons Attribution 4.0 License.