The purpose of this paper is to propose and verify that the technology acceptance model (TAM) can be employed to explain and predict the acceptance of mobile learning (M‐learning); an activity in which users access learning material with their mobile devices. The study identifies two factors that account for individual differences, i.e. perceived enjoyment (PE) and perceived mobility value (PMV), to enhance the explanatory power of the model.
An online survey was conducted to collect data. A total of 313 undergraduate and graduate students in two Taiwan universities answered the questionnaire. Most of the constructs in the model were measured using existing scales, while some measurement items were created specifically for this research. Structural equation modeling was employed to examine the fit of the data with the model by using the LISREL software.
The results of the data analysis shows that the data fit the extended TAM model well. Consumers hold positive attitudes for M‐learning, viewing M‐learning as an efficient tool. Specifically, the results show that individual differences have a great impact on user acceptance and that the perceived enjoyment and perceived mobility can predict user intentions of using M‐learning.
There is scant research available in the literature on user acceptance of M‐learning from a customer's perspective. The present research shows that TAM can predict user acceptance of this new technology. Perceived enjoyment and perceived mobility value are antecedents of user acceptance. The model enhances our understanding of consumer motivation of using M‐learning. This understanding can aid our efforts when promoting M‐learning.
Huang, J., Lin, Y. and Chuang, S. (2007), "Elucidating user behavior of mobile learning: A perspective of the extended technology acceptance model", The Electronic Library, Vol. 25 No. 5, pp. 585-598. https://doi.org/10.1108/02640470710829569
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