This paper aims to focus on contextualized features for mobile language learning apps. The scope of this paper is to explore students’ perceptions of contextualized mobile language learning.
An extended Technology Acceptance Model was developed to analyze the effect of contextual app features on students’ usage intention. The suggested app concept applies context-triggered push notifications to initiate learning sessions based on a location-aware vocabulary. Partial least squares structural equation modeling (PLS-SEM) was used for an empirical validation of the proposed research model.
The results of the analysis revealed, that students perceived the proposed app as beneficial for their learning endeavors. The location-aware feature is essentially relevant to improve the perceived usefulness of the system, as it may increase the learning effectiveness of the app in their everyday life.
The study was conducted in quite a homogenous population. The sample size of the survey was rather small (n = 45). Further research is necessary to confirm the promising results of the research.
The results give some first evidence that the integration of innovative contextual features in mobile language learning apps may increase the usage intention and motivation to engage in a learning activity.
Böhm, S. and Constantine, G. (2016), "Impact of contextuality on mobile learning acceptance", Interactive Technology and Smart Education, Vol. 13 No. 2, pp. 107-122. https://doi.org/10.1108/ITSE-02-2016-0003Download as .RIS
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