This study aims to use the novel approach of applying the behavioural reasoning theory (BRT) to understand the relative influence of reason for and reason against the adoption of mobile learning applications (M-learning apps) among information technology (IT) and information technology enabled services (ITeS) employees.
This study surveys 680 employees of IT and ITeS companies in India to examine the adoption of M-learning apps for learning using the BRT and the primary data analysis was done using the partial least squares-structural equation modelling technique.
It is found that the context-specific adoption factors for M-learning apps are hedonic motivation, self-efficacy, learning autonomy, ubiquitous and relative advantage, whereas the reasons against adoption of the M-learning apps are traditional barrier, usage barrier and image barrier. It is also found that values of openness to change positively affect the reasons for adoption and do not significantly affect reasons against adoption of M-learning. Values of openness to change affect the attitude towards M-learning apps and attitude affects the adoption intention of M-learning apps for learning.
This cross-sectional study was conducted only in the Indian IT/ITeS firms and future research can be conducted in other sectors and countries to generalize the results.
This research uniquely highlights the adoption factors both for and against, which should be considered while developing marketing strategies for M-learning apps’ adoption. It is imperative for training managers to consider these factors during the selection of M-learning apps and for designers while designing the M-learning apps.
This study provides new insights towards the use of mobile apps for learning with the employees’ perspective using the BRT theory and it highlights the reason for adoption and reason against adoption of M-learning apps.
Pillai, R. and Sivathanu, B. (2018), "An empirical study on the adoption of M-learning apps among IT/ITeS employees", Interactive Technology and Smart Education, Vol. 15 No. 3, pp. 182-204. https://doi.org/10.1108/ITSE-01-2018-0002Download as .RIS
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