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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.

Book part
Publication date: 19 February 2021

Ashley Butler, Mark Anthony Camilleri, Andrew Creed and Ambika Zutshi

This chapter presents a thorough review on the mobile learning concept. It also explores how businesses are using mobile learning (m-learning) technologies for the training and…

Abstract

This chapter presents a thorough review on the mobile learning concept. It also explores how businesses are using mobile learning (m-learning) technologies for the training and development of their human resources. The research involved semi-structured interviews and an online survey. The research participants were expected to share their opinions about the costs and benefits of using m-learning applications (apps). The findings reported that the younger course participants were more likely to embrace the m-learning technologies than their older counterparts. They were using different mobile devices, including laptops, hybrids as well as smartphones and tablets to engage with m-learning applications at work, at home and when they are out and about. This contribution has identified the contextual factors like the usefulness and the ease of use of m-learning applications (apps), individual learning styles and their motivations, time, spatial issues, integration with other learning approaches as well as the cost and accessibility of the m-learning technology. In conclusion, this contribution identifies future research avenues relating to the use of m-learning technologies among businesses and training organizations.

Details

Strategic Corporate Communication in the Digital Age
Type: Book
ISBN: 978-1-80071-264-5

Keywords

Book part
Publication date: 25 January 2013

Jorge Brantes Ferreira, Amarolinda Zanela Klein, Angilberto Freitas and Eliane Schlemmer

New mobile platforms, connected seamlessly to the Internet via wireless access, become increasingly more powerful as each day passes. Smartphones and tablet computers, as well as…

Abstract

New mobile platforms, connected seamlessly to the Internet via wireless access, become increasingly more powerful as each day passes. Smartphones and tablet computers, as well as other ultraportable devices, have already gained enough critical mass to be considered mainstream devices, being present in the daily lives of millions of higher education students. Whole firms, devoted solely to developing high-quality and high engagement content to these devices, have emerged, populating an application market of thousands of teaching applications (apps) focused on diverse higher education topics, from physics and calculus to anatomy and law. Many universities throughout the world have already adopted or are planning to adopt mobile technologies in many of their courses as a better way to connect students with the subjects they are studying. These new mobile platforms allow students to access content anywhere/anytime to immerse himself/herself into that content (alone or interacting with teachers or colleagues via web communication forms) and to interact with that content in ways that were not previously possible (via touch and voice recognition technologies, for instance). The study of such technologies and their possible uses for higher education, as well as the impacts they can have on stimulating more active participation and engagement with the course subjects and research in higher education, while at the same time fostering collaboration among students and even different institutions, is the goal of the proposed chapter. Through the evaluation of the teacher/student acceptance and adoption of such mobile technologies, this chapter plans to provide a thorough overview of the possibilities and consequences of mobile learning in higher education environments as a gateway to ubiquitous learning – perhaps the ultimate form of learner engagement, since it allows the student to learn, access and interact with important content in any way or at any time or place she/he might want.

Details

Increasing Student Engagement and Retention Using Mobile Applications: Smartphones, Skype and Texting Technologies
Type: Book
ISBN: 978-1-78190-509-8

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…

2934

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…

2349

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: 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…

1057

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: 6 August 2021

Farheen Mujeeb Khan and Yuvika Gupta

This study aims to contribute to literature on mobile learning (m-learning) by proposing four research clusters whereby scholars can expand m-learning research to facilitate…

Abstract

Purpose

This study aims to contribute to literature on mobile learning (m-learning) by proposing four research clusters whereby scholars can expand m-learning research to facilitate effective learning experiences for students.

Design/methodology/approach

This study reviews student-centric literature on m-learning since 2010 and presents insights on m-learning while applying well-established bibliometric techniques. Consequently, 722 articles published in the past decade were evaluated by identifying key research areas, most influential authors, countries, journals and organisations. Most influential studies based on number of citations were also examined.

Findings

Through article co-citation analysis, four clusters representing m-learning literature were identified: concept of m-learning, application of m-learning in education, designing framework for model learning/acceptance and emerging technologies.

Originality/value

As mobile learning (m-learning) has undergone an evolution from being an emerging field to a significant teaching and research tool, it is pertinent to explore and identify the trends of m-learning research.

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…

1493

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: 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…

1258

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

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.

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