Adopting Attention Interest Desire Action (Aida) Model in Enhancing Electronic Resource Utilization among Postgraduate Students at Universities in Meru County, Kenya

Abstract

Electronic resources are revolutionizing global education by providing postgraduate students with swift access to information, powerful search capabilities, and seamless citation of scholarly works. These digital tools are not merely enhancing learning; they are transforming how knowledge is accessed and utilized, ushering in a new era of academic excellence. However, there is a noticeable research gap regarding the optimal utilization of these resources, especially among postgraduate students. Hence, the study aimed to fill this gap by proposing the adoption of the Attention Interest Desire Action (AIDA) model to enhance electronic resource utilization among postgraduate students at KeMU and Meru University of Science and Technology (MUST). The purpose of the study was to assess how the strategic application of the AIDA model can enhance the utilization of electronic resources, providing both short and long term best-practice recommendations. The specific objectives were to: assess postgraduate students' attention towards electronic resource utilization; determine their interest in such resources; examine their desire for electronic resource utilization; and evaluate their proactive actions in utilizing electronic resources. The study adopted a mixed-methods approach with a descriptive survey research design. The target population consisted of 13 library heads of sections and 800 postgraduate students from MUST and KeMU. Purposive sampling was used to select library head of sections, while stratified and simple random sampling was employed for postgraduate students, resulting in a total sample size of 260 postgraduate students and 13 heads of sections. Data was collected using questionnaires and interview guides. Data quality was ensured through construct, content, and face validity checks, and reliability was measured using Cronbach's alpha coefficient. Descriptive statistics such as mean and standard deviation were computed using SPSS version 26, while inferential statistics assessed the relationship between variables. Thematic analysis was utilized for open-ended questions and interview data. The study noted that extensive training programs and major advancements in technical infrastructure are necessary for the efficient utilization of e-resources. This is supported by regular training, awareness campaigns, tailored support, improved accessibility, and sufficient ICT infrastructure. The effective utilization of e-resources was curtailed by technical issues such as outdated computers and poor internet connectivity, limited IT illiteracy and financial constraints in some postgraduate students. The study noted that effective utilization of e-resources among postgraduate students is largely affected by training, technical infrastructure, and resource management. It requires collaboration between teachers, students, librarians, and university administration. The study recommended that, universities should prioritize significant technological infrastructure upgrades, such as raising internet speed and improving computer availability. University libraries should incorporate e-resources into the curriculum and hold frequent training sessions to improve students' e-resource literacy and navigation abilities. They should also implement policies that integrate e-resources into the curriculum, offering incentives for high usage, and continuously improving services based on postgraduate student feedback. The findings implicate on strategies such as targeted efforts to stimulate curiosity and relevance (Interest), cultivate strong motivations (Desire), and facilitate proactive engagement (Action) to enhance electronic resource utilization, ultimately improving academic outcomes and research capabilities among postgraduate students.