TY  - JOUR
AB  - Purpose Learning management systems (LMSs) have been embraced for their potential to create a ubiquitous learning that is free from time and space constraints. Mobile devices afford enhanced mobility that enables flexible learning with LMSs. Thus, understanding students’ use of mobile devices to interact with LMSs and the influencing factors is essential. This paper aims to examine the factors that influenced students’ behavioural intention in using Web-based LMSs via mobile phones and compared the factors with those that affect students’ general acceptance of Web-based LMSs.Design/methodology/approach This study surveyed 356 university students and interviewed 17 students on the various factors that might affect their LMS adoption. Structural equation modelling was used to analyse the survey data.Findings This study identified that perceived usefulness, perceived ease of use, social influence and facilitating conditions were significant determinants of students’ usage intention in both contexts. However, social factors exerted greater influence on students’ behavioural intentions of mobile access than the attitudinal factors. The results also pinpointed some sociocultural and tempo-spatial factors that might have minimized the influence of perceived usefulness in the mobile context.Originality/value The study calls for special attention to the potential influences of sociocultural norms and tempo-spatial circumstances of mobile use in shaping the nature of learners’ voluntary mobile use of LMSs.
VL  - 120
IS  - 7/8
SN  - 2398-5348
DO  - 10.1108/ILS-12-2018-0127
UR  - https://doi.org/10.1108/ILS-12-2018-0127
AU  - Hu Xiao
AU  - Lai Chun
PY  - 2019
Y1  - 2019/01/01
TI  - Comparing factors that influence learning management systems use on computers and on mobile
T2  - Information and Learning Sciences
PB  - Emerald Publishing Limited
SP  - 468
EP  - 488
Y2  - 2024/04/19
ER  -