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Open Access
Article
Publication date: 18 April 2023

Raj Kishor Kampa

The study aims to validate a mobile learning readiness scale through the technology readiness and acceptance model (TRAM), thereby assessing students' readiness to adopt…

3917

Abstract

Purpose

The study aims to validate a mobile learning readiness scale through the technology readiness and acceptance model (TRAM), thereby assessing students' readiness to adopt m-learning in teaching and learning, including its acceptance.

Design/methodology/approach

A structured questionnaire was administered to open and distance learning (ODL) students in Odisha, India, to assess their readiness and acceptance of m-learning. 665 valid responses were collected, and collected data was analysed using statistical packages for social sciences (SPSS) and SmartPLS.

Findings

The findings of the study reveal that optimism contributes positively to perceived ease of use (PEOU) and perceived usefulness (PU) of m-learning (β = 7.921, p < 0.001; β = 2.123, p < 0.05), whereas innovativeness positively contributes to PEOU of m-learning (β = 2.227, p < 0.05), but not PU of m-learning. ODL student's optimism improves his/her PEOU and PU of m-learning, but innovativeness improves only his/her PEOU. Further, the impact of innovativeness is higher than that of optimism in the TRAM and innovativeness is the strong predictor to adopt m-learning. It also shows that the PU of m-learning positively influences behavioural intention to use m-learning (β = 4.757, p < 0.001). Integrating technology readiness (TR) with technology acceptance model (TAM) to predict students' acceptance of m-learning is very useful.

Practical implications

The paper will help decision-makers to adopt and use m-learning in higher educational institutions.

Originality/value

This paper is the first to explore the readiness and acceptance of m-learning in higher education in India.

Details

Asian Association of Open Universities Journal, vol. 18 no. 2
Type: Research Article
ISSN: 1858-3431

Keywords

Open Access
Article
Publication date: 24 September 2018

Charles Buabeng-Andoh

The purpose of this paper is to explore the ability of the integration of technology acceptance model (TAM) and theory of reasoned action (TRA) to predict and explain university…

17064

Abstract

Purpose

The purpose of this paper is to explore the ability of the integration of technology acceptance model (TAM) and theory of reasoned action (TRA) to predict and explain university students’ intention to use m-learning in schools.

Design/methodology/approach

In total, 487 students participated in this study. A seven-likert scale survey questionnaire which comprised of 23 items was completed by the students. Structural equation modeling was used as the statistical technique to analyze the data.

Findings

The study found that the resulting model was fairly able to predict and explain behavioral intention (BI) among students in Ghana. In addition, this study found that attitudes toward use and subjective norm significantly influenced students’ BI to use mobile learning. The model explained 23.0 percent of the variance in BI, 33.8 percent in perceived usefulness and 47.6 percent in attitudes toward use. Of all the three endogenous variables, attitude had the greatest effect on BI.

Originality/value

Although, the above-mentioned models have been adopted in many studies, few or none have combined TRA and TAM as a research framework to predict and explain students’ intention to use m-learning since m-learning is fairly new in educational environments. Therefore, a model that combines all constructs from TRA and TAM was proposed in this study to explore university students’ intention to use m-learning in schools.

Details

Journal of Research in Innovative Teaching & Learning, vol. 11 no. 2
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 18 May 2020

Md Nahin Hossain, Md. Shamim Talukder, Abul Khayer and Yukun Bao

In the era of m-learning environments, multiple factors have been considered to explain adult learners' continuance usage intention, but largely without considering the role of…

4134

Abstract

Purpose

In the era of m-learning environments, multiple factors have been considered to explain adult learners' continuance usage intention, but largely without considering the role of specific configurations of variables and how they may affect learners' intention. The purpose of this study is to show how cognitive need, subjective norms, perceived usefulness, satisfaction, confirmation, attitude and perceived ease of use combine to predict learners' frequent use intentions.

Design/methodology/approach

It is empirically validated through configurational analysis, using fuzzy-set qualitative comparative analysis (fsQCA) on 211 adult learners with experience in using Mobile learning applications (MLA).

Findings

The findings show learners' satisfaction of MLA usage combined with the cognitive need and attitude were found to be core conditions reinforcing learners' continuance intention.

Research limitations/implications

This study was conducted in the context of adult learners MLA whereby the motivations for continued usage and the nature of technological innovation could differ. In this regard, findings from this study may not be generalizable to other technological contexts.

Practical implications

In the planning and development of learning apps, software developers should pay attention to practical functions and extend key features that are frequently required for solving a problem using the new skill. On the marketing side, MLA companies should emphasize the full functionality of their apps to cater efficiently to the different needs and expectations of the learners.

Originality/value

This study contributes by extending existing knowledge on how cognitive need, satisfaction and attitude combine to increase or mitigate continuance intention to use toward the development of new configurational theories. This study fills the gap in the literature by introducing adult learners' continuance intention to use MLA and introducing through a methodological approach of fsQCA in adult learners' context.

Details

Journal of Research in Innovative Teaching & Learning, vol. 14 no. 2
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 5 December 2023

Bargavi Ravichandran and Kavitha Shanmugam

This conceptual study investigates the adoption of education technology (EdTech) products among college students, focusing on identifying the key factors influencing the adoption…

1114

Abstract

Purpose

This conceptual study investigates the adoption of education technology (EdTech) products among college students, focusing on identifying the key factors influencing the adoption process within educational institutions. Technology integration in education has rapidly gained prominence, with EdTech offering innovative solutions to enhance teaching and learning experiences. However, understanding the determinants that affect EdTech adoption remains critical for its successful implementation and impact. This paper aims (1) to identify the factors influencing the adoption of EdTech by college students (2) to create a conceptual model that shows the connections between the elements that lead to college students adopting EdTech.

Design/methodology/approach

The research employed a mixed-methods approach, combining qualitative data analysis and conceptual modeling to achieve the objectives. The underlying knowledge required to create a qualitative data gathering tool was obtained through a thorough literature analysis on innovation dissemination, educational psychology and technology adoption. College students, teachers and administrators participated in semi-structured interviews, focus groups and surveys to provide detailed perspectives on their attitudes about and experiences with EdTech. The Scopus and Web of Science databases are searched for relevant information in an organized manner in order to determine the factors influencing the adoption of EdTech. Second, an extended version of the technology adoption model is adopted to develop a qualitative data-based conceptual framework to analyze EdTech adoption in the Indian context.

Findings

Overall, by highlighting the critical components that emotionally influence college students' adoption of EdTech products in educational institutions, this course adds to the body of information already in existence. The conceptual framework model serves as a roadmap for educational stakeholders seeking to leverage EdTech effectively to enrich the learning environment and improve educational outcomes. By recognizing the significance of the identified factors, academic institutions can make informed decisions to foster a climate conducive to successful EdTech integration.

Research limitations/implications

A comprehensive conceptual framework model was developed based on qualitative data analysis to illustrate the interrelationships between the identified factors influencing EdTech adoption. This model presents a valuable tool for educational institutions, policymakers and EdTech developers to comprehend the complex dynamics of implementing these technological solutions.

Originality/value

The findings of this study demonstrated a number of important variables that affect the uptake of EdTech products in educational settings. These factors encompassed technological infrastructure, ease of use, perceived usefulness, compatibility with existing academic practices, institutional support, financial constraints and individual attitudes towards technology. Additionally, the research explored the significance of institutional preparation for embracing technological advancements as well as the influence of socio-cultural elements.

Details

Management Matters, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2279-0187

Keywords

Abstract

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 11 no. 1
Type: Research Article
ISSN: 2077-5504

Open Access
Article
Publication date: 29 August 2022

Enrique Sánchez-Rivas, Manuel Fernando Ramos Núñez, Magdalena Ramos Navas-Parejo and Juan Carlos De La Cruz-Campos

The aim of this paper is to explore whether the use of an active learning methodology implemented through a mobile phone can help future teachers to develop more effective reading…

1652

Abstract

Purpose

The aim of this paper is to explore whether the use of an active learning methodology implemented through a mobile phone can help future teachers to develop more effective reading promotion activities than those based on traditional learning methodologies.

Design/methodology/approach

A study was conducted based on the comparison of perceptions of two groups of teacher training students. The experimental group was trained in an active methodology to promote reading on mobile phones, whilst the control group was trained in a classical methodology also using the same devices. Variables were observed using a self-administered questionnaire, and the scores obtained were analysed from their descriptive statistics of the comparison of means of Kruskal–Wallis H test.

Findings

The results showed that students perceived significant improvements associated with active learning methodology. The variables with the most remarkable results were those related to better use of the class, participation and satisfaction. However, the ubiquitous variable obtained the fewest differences, maybe because both learning methodologies were applied using mobile devices.

Originality/value

The conclusions of this study clearly suggest that combining active learning methodologies and the use of mobile phones to promote reading could lead to better results than applying traditional learning methodologies. The value of this study paves the way for future research to move forward in the discovery of effective teaching strategies based on active methods and mobile devices.

Open Access
Article
Publication date: 13 November 2018

Matthias Kuhnel, Luisa Seiler, Andrea Honal and Dirk Ifenthaler

The purpose of the study was to test the usability of the MyLA app prototype by its potential users. Furthermore, the Web app will be introduced in the framework of “Mobile…

7872

Abstract

Purpose

The purpose of the study was to test the usability of the MyLA app prototype by its potential users. Furthermore, the Web app will be introduced in the framework of “Mobile Learning Analytics”, a cooperation project between the Cooperative State University Mannheim and University of Mannheim. The participating universities focus on the support of personalized and self-regulated learning. MyLA collects data such as learning behavior, as well as personality traits. Last but not least, the paper will contribute to the topic of learning analytics and mobile learning in higher education.

Design/methodology

For the empirical investigation, a mixed-method design was chosen. While 105 participants took part in the conducted online survey, after testing the app prototype, seven students joined an additional eye tracking study. For the quantitative part, a selected question pool from HIMATT (highly integrated model assessment technology and tools) instrument was chosen. The eye tracking investigation consisted of three tasks the participants had to solve.

Findings

The findings showed that the students assessed the idea of the app, as well as the navigation positively. Only the color scheme of the prototype was not very attractive to a noticeable amount of the participants. So, it requires slight modifications concerning the app design. For the eye tracking study, it can be stated that the students viewed the relevant parts, and they basically had no difficulties to solve the tasks.

Originality/value

Due to the empirical testing of the app prototype, the project team was able to adjust the application and to add further features. Furthermore, the backend was programmed and an additional tool (MyLA dashboard) was developed for lecturers. A mutual understanding of the targets, privacy issue and relevant features are indispensable for further development of the project.

Details

Interactive Technology and Smart Education, vol. 15 no. 4
Type: Research Article
ISSN: 1741-5659

Keywords

Open Access
Article
Publication date: 20 February 2020

Tashfeen Ahmad

This paper aims to examine students’ perception, views and opinions about the usage of mobile phones in an educational setting in a higher education institution located in…

61841

Abstract

Purpose

This paper aims to examine students’ perception, views and opinions about the usage of mobile phones in an educational setting in a higher education institution located in Jamaica. The results of these findings were used to gain insights and to assist education policymakers in adopting most suitable approaches to integrating mobile technology in learning.

Design/methodology/approach

A survey approach was used for this study. A total of 145 students participated in the study using structured questionnaire design containing 14 questions.

Findings

The results indicated an overall positive student perception toward cell phones usage as a learning tool and integrating cell phones into learning activities. Students were keen on its usage as a social connectivity and collaborative tool, which they can use for flexible and personalized learning activities.

Originality/value

Less research has been done in Caribbean and developing countries in analyzing student perception toward using cell phones for learning purposes. This research provides insights in developing policies to assist with the integration of mobile phone technology in learning and how institutions can respond to the advent of advancing mobile technology.

Details

PSU Research Review, vol. 4 no. 1
Type: Research Article
ISSN: 2399-1747

Keywords

Open Access
Article
Publication date: 24 July 2023

Shadia Salah Salem and Amaal Abdulqader Basaffar

The purpose of this study is to present a training system on smart phones to develop fashion and textile concepts among the female students with severe hearing impairment and then…

Abstract

Purpose

The purpose of this study is to present a training system on smart phones to develop fashion and textile concepts among the female students with severe hearing impairment and then to determine the effectiveness of the training system in developing fashion and textile concepts among the female students with severe hearing impairment.

Design/methodology/approach

The analytical descriptive methodology and experimental methodology were used to examine the training system in developing fashion and textile concepts among the female students with severe hearing impairment.

Findings

The findings of this study indicate that the training system on smart phones was effective in developing fashion and textile concepts among the female students with severe hearing impairment.

Research limitations/implications

This study has some limitations such as limited sample size, lack of control group and lack of long-term.

Practical implications

This study provides practical implications for educators, researchers and practitioners in terms of using smart phone applications in educational processes for people with disabilities.

Social implications

This study has social implications for people with disabilities as it provides them with access to education through smart phone applications which can help them develop their skills in fashion and textile design.

Originality/value

This study presents an original model of a training system on smart phones for developing fashion and textile concepts among the female students with severe hearing impairment, which can be used as a reference for other studies related to this field.

Details

Arab Gulf Journal of Scientific Research, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1985-9899

Keywords

Open Access
Article
Publication date: 1 November 2022

Musa Nyathi

The purpose of this paper is to evaluate the relative effects of three facets or connectors argued to be vital for learners in successful e-learning outcomes in developing…

Abstract

Purpose

The purpose of this paper is to evaluate the relative effects of three facets or connectors argued to be vital for learners in successful e-learning outcomes in developing economies.

Design/methodology/approach

Data were collected through a survey involving 130 learners. A stratified sampling technique was employed. Regression analyses making use of linear, multiple and PROCESS macro in Statistical Package for the Social Sciences (SPSS) were used to analyze data.

Findings

Technological self-efficacy and social presence are the most important facets needed by participants for effective learning in higher education institutions in developing countries. Learning tools meant to enhance teaching and learning and also contribute to learner satisfaction.

Practical implications

The findings of the study provide insights to academic administrators to pay close attention to the three connectors in order to ensure quality learning. The findings guide higher learning institutions to adequately and selectively pay attention to the three connections. Deliberate efforts focusing on students' situations, opinions and concerns are vital for learner satisfaction in developing economies.

Originality/value

This study represents a first attempt to examine the effect of the “right connections” for effective learning in developing economies, using a quantitative approach. The findings bring into attention the role of assessing learner inputs and virtual environment in boosting the effectiveness of e-learning. The findings also result in a model that should lead to increased learner satisfaction through the implementation of right connections. The study “disputes” the relevance of a universal e-learning system.

Details

Journal of Research in Innovative Teaching & Learning, vol. 16 no. 2
Type: Research Article
ISSN: 2397-7604

Keywords

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