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Article
Publication date: 13 October 2021

Ali Alowayr

Although several different learning technologies have been integrated into the face-to-face (F2F) learning approach, the effective implementation of mobile learning …

Abstract

Purpose

Although several different learning technologies have been integrated into the face-to-face (F2F) learning approach, the effective implementation of mobile learning (m-learning) is still at an early stage. This may be due to the lack of understanding factors that affect learners' acceptance of m-learning.

Design/methodology/approach

Considering the unified theory of acceptance and use of technology (UTAUT) as a theoretical background, this research investigates m-learning adoption in Saudi Arabia. The research framework extends the UTAUT by including intrinsic motivation, mobile learning self-efficacy and perceived satisfaction. A total of 200 higher education students voluntarily participated in the research. The application of the partial least square technique indicated that the proposed model can predict m-learning adoption adequately in Saudi Arabia (R2 = 0.73.8).

Findings

The research outcomes are significant for educational institutions and teachers to implement m-learning effectively. Many recommendations can be suggested to help enhance learners' willingness to adopt m-learning technology: Teachers need to design their courses in an interactive way and provide several different activities to ensure that learners obtain real benefits in their learning outcomes. When learners have positive perceptions about the use of this technology in the learning process, such perceptions should be supported by providing beneficial courses.

Originality/value

This research examines the effectiveness of the extended UTAUT to predict m-learning adoption in Saudi Arabia higher education. This could provide a significant contribution to the existing evidence about the validity of the model in different learning cultures and contexts.

Details

The International Journal of Information and Learning Technology, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2056-4880

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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…

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.

Details

Interactive Technology and Smart Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1741-5659

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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…

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

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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…

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

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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…

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

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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…

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

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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…

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.

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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…

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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

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Article
Publication date: 6 May 2017

Muhammad Bakhsh, Amjad Mahmood and Nazir A. Sangi

Mobile learning is a unique form of learning which uses the distinct features of mobile devices. The purpose of this paper is to investigate the present state of student…

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1339

Abstract

Purpose

Mobile learning is a unique form of learning which uses the distinct features of mobile devices. The purpose of this paper is to investigate the present state of student and faculty perception towards m-learning at open and distance educational institutes in Pakistan.

Design/methodology/approach

The paper presents a conceptual model based on TAM, which explains factors influencing student and faculty perception towards m-learning acceptance. M-learning acceptance mainly depends on personal attitude, so this study focusses on individual context. Primary data from students and faculty including tutors (n=612, students =448, faculty/tutors=162) was collected through a properly designed questionnaire by using purposive convenient sampling technique during Autumn 2015 semester. Structural equation modelling was used to analyse the collected data.

Findings

The results indicate that student and faculty skill readiness and self-efficacy influence perceived ease of use and perceived usefulness, where these two factors along with prior experience positively influence behavioural intension (BI) to accept mobile learning. Furthermore study results specifically provide factors which positively influence BI either directly or indirectly.

Research limitations/implications

The study was limited to AIOU.

Originality/value

The study specifically provides factors which influence BI either directly or indirectly.

Details

The International Journal of Information and Learning Technology, vol. 34 no. 3
Type: Research Article
ISSN: 2056-4880

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Article
Publication date: 1 February 2016

Hsin-Hui Lin, Shinjeng Lin, Ching-Hsuan Yeh and Yi-Shun Wang

Based on the literature on technology readiness, online learning readiness, and mobile computer anxiety, the purpose of this paper is to develop and validate a mobile…

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2641

Abstract

Purpose

Based on the literature on technology readiness, online learning readiness, and mobile computer anxiety, the purpose of this paper is to develop and validate a mobile learning readiness (MLR) scale which can be used to assess individuals’ readiness to embrace m-learning systems.

Design/methodology/approach

Based on previous literature, this study conceptualizes the construct of MLR and generates an initial 55-item MLR scale. A total of 319 responses are collected from a three-month internet-based survey. Based on the sample data, this study provides an empirical validation of the MLR construct and its underlying dimensionality, and develops a generic MLR scale with desirable psychometric properties, including reliability, content validity, criterion-related validity, convergent validity, discriminant validity, and nomological validity.

Findings

This study develops and validates a 19-item MLR scale with three dimensions (i.e. m-learning self-efficacy, optimism, and self-directed learning). A tentative norm of the MLR scale is presented, and the scale’s theoretical and practical applications are also discussed.

Originality/value

This study is a pioneering effort to develop and validate a MLR scale. The results of this study are helpful to researchers in building m-learning theories and to educators in assessing and promoting individuals’ acceptance of m-learning systems.

Details

Internet Research, vol. 26 no. 1
Type: Research Article
ISSN: 1066-2243

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