Automated Academic Advisory System Based on Students’ Emotional Intelligence: A Study of University of Nizwa, Sultanate of Oman

Abstract

The COVID-19 pandemic has brought outward unparalleled difficulties in the field of education, emphasizing the need for unique solutions.   This study aimed to evaluate the determinants that affect the effective implementation of the automated student academic advisory system at the University of Nizwa of the Sultanate of Oman, with a particular emphasis on its influence on students' emotional intelligence during the pandemic   The research utilized the Unified Theory of Acceptance and Use of Technology (UTAUT) model to investigate how factors such as performance expectancy, effort expectancy, social influence, and facilitating conditions influence students' behavioral intentions.   In addition, the study examined the behavioral intention effects on the use of the automated system, emotional intelligence effects and the experience of COVID-19 specifically influences the actual use of the system.   The study employed a case study methodology in combination with a quantitative survey method to gather data from 272 students and advisors at the University of Nizwa.   The collected data was analyzed using SmartPLS, a technique known as structural equation modeling.   The research provides useful information on the adoption of technology in an educational environment and its impact on student well-being and emotional intelligence.   The study found that only performance expectancy and facilitating condition factors had a substantial impact on behavioral intention, whereas effort expectancy and social influence did not.   Behavioral intention showed a positive correlation with actual usage, but performance expectancy, effort expectancy, and social influence did not directly influence the actual utilization.   Moreover, behavioral intention served as a mediator for the indirect impact of performance expectancy and facilitating conditions on actual usage. However, it did not mediate the indirect impact of social influence and effort expectancy on actual utilization.   Furthermore, the impact of COVID-19 and emotional intelligence did not influence the relationship between facilitating conditions and actual use.   These findings offer valuable information into understanding educational technology, particularly in situations of global crises, and offer practical recommendations for educators, legislators, and academic institutions seeking to enhance student participation, support, and general well-being.