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Article
Publication date: 4 March 2014

Yung-Ming Cheng

The main purpose of this study was to combine the extended technology acceptance model (TAM) with the innovation diffusion theory (IDT) to examine how learners' beliefs affected…

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Abstract

Purpose

The main purpose of this study was to combine the extended technology acceptance model (TAM) with the innovation diffusion theory (IDT) to examine how learners' beliefs affected their usage intention of mobile learning (m-learning) and explore whether the relationships between learners' beliefs and their usage intention of m-learning changed under different levels of personal innovativeness regarding the new information technology (IT).

Design/methodology/approach

Sample data for this study were collected from Taiwanese mobile phone users, a total of 750 questionnaires were distributed, and 486 usable questionnaires were analyzed in this study, with a usable response rate of 64.80 per cent. Collected data were analyzed using structural equation modeling, multiple group analysis, and hierarchical moderated regression analysis.

Findings

Perceived usefulness (PU), perceived ease of use (PEOU), perceived enjoyment (PE), and compatibility can play essential roles in affecting learners' intention to use m-learning. Personal innovativeness can moderate the effects of PU, PEOU, and compatibility on intention to use m-learning except the effect of PE on intention to use m-learning.

Originality/value

Based on the views of the extended TAM with the IDT, this study incorporates intrinsic motivator (i.e. PE) along with conventional extrinsic motivators (i.e. PU and PEOU) into its analysis of m-learning acceptance for a more robust analysis and exhibits explicit results indicating that the effects of learners' beliefs on their usage intention of m-learning depend largely on their innovative predisposition regarding the new IT.

Details

Journal of Systems and Information Technology, vol. 16 no. 1
Type: Research Article
ISSN: 1328-7265

Keywords

Article
Publication date: 24 October 2018

Nattaporn Thongsri, Liang Shen, Yukun Bao and Ibraheem Mubarak Alharbi

The purpose of this study was to investigate factors that influence the intention to use mobile learning (m-learning) by learners in developing countries such as Thailand. This…

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Abstract

Purpose

The purpose of this study was to investigate factors that influence the intention to use mobile learning (m-learning) by learners in developing countries such as Thailand. This study integrated two theories; namely, the unified theory of acceptance and use of technology (UTAUT), which focuses on technology, and uses and gratifications theory (UGT), which involves studying learners’ motivation.

Design/methodology/approach

Applying a quantitative research method, this study conducted a survey of 359 undergraduates. The partial least squares methods and a statistical analysis technique based on the structural equation modelling (SEM), were used to analyse the data.

Findings

The results revealed that the performance expectancy, cognitive need, affective need and social need had significant effect on intention to use m-learning. Furthermore, this study found a significant effect of the cognitive need on the performance expectancy and social need on effort expectancy.

Practical implications

This research model has provided guidelines for the effective development of educational applications for use on mobile devices. The findings can be applied as guidelines for public organizations to develop educational strategies to further encourage the development of online learning.

Originality/value

This research closed a gap of understanding from previous studies by integrating UTAUT and UGT. The method derived from the theoretically integrated model could be applied to study the intentions for the implementation the mobile learning application from the context of developing countries such as Thailand.

Article
Publication date: 31 January 2022

Maram Saeed Alzaidi and Yasser Moustafa Shehawy

The COVID-19 pandemic has resulted in social isolation; nevertheless, universities will proceed throughout this trying period with the assistance of technology. As such, this…

Abstract

Purpose

The COVID-19 pandemic has resulted in social isolation; nevertheless, universities will proceed throughout this trying period with the assistance of technology. As such, this paper seeks to develop a conceptual framework to investigate the continued intentions of students to use mobile learning during COVID-19 under different cultural contexts expanding upon the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Expectation-Confirmation Model (ECM) under different cultural contexts.

Design/methodology/approach

The suggested model is empirically tested with 1,206 students from different universities in three societies (i.e. Saudi Arabia, Egypt and the UK) using SEM/PLS.

Findings

Performance expectancy, satisfaction, social influence, facilitating conditions and instructors' competencies positively influence students' continued intentions to use mobile learning. In addition, the findings of the current research indicate that student's isolation negatively impact the continuous usage behavior. Furthermore, the findings indicated that a “one-size-fits-all” approach is insufficient in capturing the heterogeneity of students' intentions to use mobile learning across countries.

Originality/value

To the best of the authors' knowledge, this is the first study that has been conducted to understand the main determinants of students' continued intentions to use mobile learning under different cultural contexts.

Article
Publication date: 11 January 2024

Yashdeep Singh and P.K. Suri

This study aims to describe the m-learning experience of school students and teachers during the COVID-19 pandemic and explores the factors influencing the continuance intention

Abstract

Purpose

This study aims to describe the m-learning experience of school students and teachers during the COVID-19 pandemic and explores the factors influencing the continuance intention of m-learning.

Design/methodology/approach

Semistructured interviews of 24 students and 09 teachers of schools in national capital territory (NCT) Delhi, India were conducted over 03 months and transcribed verbatim. A hermeneutic phenomenological design was used to interpret the text and bring out the “lived experiences” of m-learning.

Findings

The following 15 themes or factors influencing continuance intention emerged through the hermeneutic circle: (1) actual usage, (2) attitude, (3) context, (4) extrinsic motivation, (5) facilitating conditions, (6) intrinsic motivation, (7) perceived compatibility, (8) perceived content quality, (9) perceived mobile app quality, (10) perceived teaching quality, (11) perceived usefulness, (12) satisfaction, (13) self-efficacy, (14) self-management of learning and (15) social influence.

Research limitations/implications

The study offers insightful recommendations for school administrators, mobile device developers and app designers. In addition, suggestions for effectively using m-learning during disasters such as COVID-19 have been provided. Several future research directions, including a nuanced understanding of m-assessment and online discussions, are suggested to enhance the literature on m-learning continuance.

Originality/value

The study enriches the literature on m-learning continuance. A qualitative approach has been used to identify relevant factors influencing m-learning continuance intention among secondary and higher secondary level (Grades 9 to 12) school students and teachers in India. In addition, a conceptual framework of the relationships among the factors has been proposed. Further, an analysis of the lived experiences of m-learning during the COVID-19 pandemic indicated several issues and challenges in using m-learning during disasters.

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 m-learning

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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

Article
Publication date: 1 November 2022

Özlem Efiloğlu Kurt

In parallel with technological developments, mobile devices have become an important part of our daily lives. Nowadays, people, particularly generation Z, actively engage with the…

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Abstract

Purpose

In parallel with technological developments, mobile devices have become an important part of our daily lives. Nowadays, people, particularly generation Z, actively engage with the Internet and mobile technologies, including smartphones. The new technologies have also made electronic learning (e-learning) and mobile learning (m-learning) tempting for learners in higher education. Despite the growing use of m-learning, particularly in developed countries, its utilization in higher education is still at its early stage and far from its potential. This study investigates the university students' acceptance of using m-learning with smartphones in a developing country context.

Design/methodology/approach

Quantitative data collected through conducting questionnaires with 405 higher education students in Turkey were analyzed with structural equation modelling.

Findings

The findings show that the acceptance of using m-learning is affected by several factors, including perceived enjoyment, complexity and facilitating conditions. The findings are particularly relevant in the current context, where the COVID-19 pandemic has pushed many higher education institutions to adapt m-learning systems to enhance student learning experiences.

Originality/value

This study's findings offer fresh and important insights that can be used by m-learning developers and educators for designing m-learning systems and using m-learning applications in enhancing students' experience and performance with m-learning.

Peer review

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-10-2021-0516.

Details

Online Information Review, vol. 47 no. 5
Type: Research Article
ISSN: 1468-4527

Keywords

Article
Publication date: 12 March 2018

Charles Buabeng-Andoh

The purpose of this paper is to investigate undergraduate nursing students’ use of mobile learning (m-learning) and the factors contributing to their use of m-learning.

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Abstract

Purpose

The purpose of this paper is to investigate undergraduate nursing students’ use of mobile learning (m-learning) and the factors contributing to their use of m-learning.

Design/methodology/approach

In total, 586 nursing students from three universities in Ghana participated in this study. Survey questionnaires were used to collect data. Descriptive statistics, sample t-test and multiple regression were used to analyze the data.

Findings

The research found that most students owned smartphones. Mobile technology was mainly used for doing homework. The result indicates that gender differences exist in terms of perceived usefulness of m-learning. In addition, age differences exist with regard to the perceived ease of use of m-learning. Furthermore, students showed positive attitudes toward the use of technology. Finally, perceived usefulness and attitudes toward the use of technology predicted students’ intention to use m-learning.

Originality/value

Despite the abundance of research on nursing education in other countries, there is a lack of research on nursing students’ use of m-learning and factors influencing their implementation of m-learning in higher learning institutions in Ghana. This study is important because it provides a clear description of nursing students’ use of m-learning and factors affecting their use in schools. Also, the author suggests that information from this study assists school administrators and nursing educators to understand students’ positions regarding m-learning in classroom.

Details

Interactive Technology and Smart Education, vol. 15 no. 1
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 2 July 2018

Rajasshrie Pillai and Brijesh Sivathanu

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…

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Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Research/limitations/implications

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.

Practical implications

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.

Originality/value

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.

Details

Interactive Technology and Smart Education, vol. 15 no. 3
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 21 August 2017

Johra Kayeser Fatima, Parvez Ghandforoush, Mahmood Khan and Rita Di Masico

This study aims to explore the opportunity offered through mobile learning (m-learning) to tourism education in the developing country context. To achieve this aim, the antecedent…

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Abstract

Purpose

This study aims to explore the opportunity offered through mobile learning (m-learning) to tourism education in the developing country context. To achieve this aim, the antecedent impact of self-efficacy and the moderator role of innovativeness on the attitude and intention to adopt m-learning have been investigated using the technology acceptance model (TAM).

Design/methodology/approach

A survey of 176 participants from three prominent tourism education institutes in Dhaka, Bangladesh, has been conducted. Partial least squares-based structural equation modeling (PLS-SEM) has been used to analyze the data.

Findings

While the findings confirmed the antecedent effect of self-efficacy on the intention to adopt m-learning, the moderating effect of innovativeness was not found to be as significant for the attitude-intention link.

Research limitations/implications

Data have been collected only from one country and from current tourism students. Future studies on several developing countries with different potential users would bring more in-depth insights.

Practical implications

Tourism education institutes need to focus on students’ self-efficacy to build a positive attitude and behavioral intention toward m-learning when launching mobile-based education services.

Originality/value

The study provides theoretical underpinnings enabling tourism educators to better understand tourism students’ behavioral intention to use m-learning, in particular in the developing country context. By applying TAM to tourism education to examine the effects of students’ self-efficacy and innovativeness, a better explanation of the adoption of m-learning in tourism education is provided.

Article
Publication date: 13 May 2021

Dan-Andrei Sitar-Taut and Daniel Mican

This paper investigates if the existing degree of students' acceptance and use of mobile or m-learning may face the online shift determined by SARS-CoV-2. Based on the extended…

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Abstract

Purpose

This paper investigates if the existing degree of students' acceptance and use of mobile or m-learning may face the online shift determined by SARS-CoV-2. Based on the extended unified theory of acceptance and use of technology (UTAUT2), a new comprehensive model, SD-UTAUT (social distancing-UTAUT), is developed to better understand relationships between the original constructs, plus personal innovativeness (PI) and information quality (IQ). It identifies the key factors affecting behavioral intention (BI) and use by examining the influence of revaluated hedonic motivation (HM) and learning value (LV) importance as mediators.

Design/methodology/approach

The paper opted for an exploratory study involving 311 learners, using partial least squares structural equation modeling (PLS-SEM).

Findings

SD-UTAUT can be a new m-learning model in higher education. It has high predictive power and confirmed 15 out of 16 hypotheses. The most powerful relationship is between performance expectancy (PE) and HM. IQ affected LV the most, since HM the behavioral use (BU). HM impacts the use behavior (UB) more than LV, but habit (HT) affects it the most.

Research limitations/implications

Because of the pandemic context, output may lack generalizability and reproducibility.

Practical implications

To improve usage, staff must provide better support, course creators emphasize the objectives and competencies and developers integrate innovation. The joy and pleasure of m-learning use may stimulate the LV through interesting and interactive content, like incorporating gamification.

Originality/value

The model set-up and circumstances are previously unseen. SD-UTAUT confirms ten new hypotheses and introduces the student's grade point average (GPA) as a moderator.

Peer review

The peer review history for this article is available at https://publons.com/publon/10.1108/OIR-01-2021-0017

Details

Online Information Review, vol. 45 no. 5
Type: Research Article
ISSN: 1468-4527

Keywords

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