Author Information
Symeon Mandrinos, Swinburne University of Technology, MalaysiaConstance Liew Sat Lin, University Malaysia Sabah, Malaysia
Abstract
This study explores the boundaries that shape the usefulness of digital interactions in higher education. Utilising fuzzy set qualitative comparative analysis (fsQCA), we hypothesise how the conditions of technology dependence, self-regulated autonomy, and restrictions explain the usefulness of digital (blended and online) interactions. Our findings reveal that autonomy contributes to a space bubble where the concept of boundary – particularly represented by the clopen state – works together to explain usefulness. The relationship between autonomy and usefulness posits that when autonomy is increased under complexity, the clopen state (boundary) regarding usefulness is a fuzzy but necessary condition to the outcome. Contrary to prior findings that label technology dependence, self-regulated autonomy, and restrictions as counterproductive, our study acknowledges that boundaries do not diminish usefulness; instead, they can enhance digital interactions when these conditions are necessary. We identify critical gaps regarding the interplay of these conditions and advocate for larger, more diverse studies to further elucidate the complexities surrounding technology dependence, self-regulated autonomy, and restrictions.
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