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In recent years, the use of mobile devices for academic persistence has grown to be an indispensable element of students’ learning, highlighting the broad acceptance and adaptability of mobile technology in learning environments. The current study examines how college students in rural areas use mobile devices and how self-efficacious they are when seeking online information. Additionally, the study investigated the connection between mobile devices usage (MDU), mobile devices self-efficacy (MDSE) and online information seeking behavior (OISB) on the basis of demographic differences.

A quantitative research design was used by deploying a five-point Likert scale for measurement, Statistical Package for Social Sciences (SPSS) v.26 was used for data analysis. A variety of statistical methodologies, including t-tests, ANOVA and correlation coefficients, were conducted to inspect and assess MDU, MDSE and OISB across gender and age groups. Data from 331 students at the public sector college in a rural region was gathered using a questionnaire. A total of 315 legitimate replies were received.

The study's conclusions showed that the respondents used their mobile devices for educational purposes less frequently. Nonetheless, the respondents' degrees of MDSE and OISB appear to be high. Furthermore, a strong link was demonstrated among the MDU, MDSE and OISB. On the contrary, there was a negative correlation link between MDU and both MDSE & OISB, while a positive correlation between MDSE and OISB was found. The results also showed substantial variance in all research components based on age and gender, indicating that male and younger respondents performed more efficiently than female and adult respondents.

These results indicate that information literacy guidelines and a variety of educational initiatives should be put together by the government, educational policymakers, librarians and educators, with a focus on how to use mobile devices for learning and information seeking. This will make it possible for students to more efficiently find the information using their portable devices.

Mobile devices, through their capacity to enable anytime-anywhere learning as well as capture, annotate and share multimedia, offer entirely new ways for students to learn. This chapter provides review of mobile learning with a particular focus on learning design. First various definitions and characteristics of mobile learning are examined in order to establish a common understanding of its boundaries and meaning. Example uses of mobile learning in schools and higher education are described as a way to provide a more concrete understanding of design possibilities. Benefits of mobile learning are unpacked, as distilled from the literature, including the ability to provide flexible, accessible, authentic, personalized, ubiquitous and seamless learning. Mobile learning issues are also examined, including technical problems, cognitive load issues, distraction, equity and safety. A primary school science and a university pre-service teacher education vignette are described so as to offer a more in-depth illustration of what mobile learning can look like and achieve in practice. Finally, mobile learning research findings and observations are synthesized into recommendations, to inform and guide evidence-based mobile learning design practices. Opportunities for future research and investigation are also discussed.

The purpose of this study is to investigate the effect of using mobile devices as an instructional tool on teachers' creativity and to promote their usage as instructional tools in educational settings. The research also studies the perceptions of teachers on the effect of using mobile devices as an instructional tool on their creativity and what features of mobile devices are believed to help in terms of enhancing their creativity.

This qualitative inquiry used an interpretive phenomenological analysis (IPA) method for inspecting the professional capabilities of Pakistan's primary and secondary school teachers. Data were gathered from nine individuals through interviews. Three themes regarding creativity emerged from the study data.

It is found that the use of mobile devices as a teaching tool significantly increases teachers' creativity by enabling them to manifest their creativity and explore different pedagogical vistas in which they can use a wide variety of instructional resources and tools. Using mobile devices as a teaching tool improved three skills: motivation, self-confidence and communication skills. Mobile applications, cameras and portability of these devices are among the features that teachers considered to have encouraged their creativity.

Finding the obstacles and difficulties teachers have while utilizing these tools to demonstrate their creativity may be valuable for future studies. First, because respondents were teachers from elementary and secondary classes, the population was not entirely homogenous, even though they had adequate help. Second, only semi-structured interviews were utilized for data gathering in this study. Further data collection methods, including observational research or participant-written reflective diaries, are thought to have been preferred.

For future research, it may be interesting to determine whether the results of this study can be applied to other demographic groups. Based on this study, it is also recommended to conduct a quantitative study to know teachers' perceptions of the impact of these devices on creativity, since these studies can have promising results for teachers.

Through the use of various materials, tools and activities, these devices provide several distinctive teaching alternatives. Because of this, using it as a teaching tool gives teachers the ability to tailor courses to a range of learner types. Additionally, having easy access to a multitude of online resources and the capacity to interact with others helped in ideation. The teachers experienced feelings of motivation, self-confidence and a desire to impart information, all of which are traits of creative teachers. Based on the findings of this study, we may now think about using mobile devices in the classroom to encourage teachers' creativity.

The outcomes of this research indicated that teachers' creativity is strongly influenced by their use of mobile devices as instructional tools. This paper advances the understanding of teachers’ creativity by highlighting their lived experiences. This study is novel because it highlights how these devices have the potential to be used as instructional tools, which has not been highlighted by any study so far.

This study aims to investigate the usability of a public university website for measuring its efficiency, users’ satisfaction or anxiety while searching for and retrieving information through different devices.

A task-based approach was adopted for the study. Twenty-eight participants were asked to complete 11 information-searching tasks on the website. The participants were divided into two groups. The tasks were carried out by members of each group, using desktop and mobile devices in a rotating fashion. Volunteers observed the participants' actions and recorded information regarding their productivity, time usage (using a timer), satisfaction or annoyance while performing each task. Finally, based on the use of the devices, a comparison was established between the participants' performance accuracy, efficiency and anxiety.

The study provides an overview of a task-based user experience carried out on the university website using a combination of qualitative and quantitative research methods. According to the results, participants' satisfaction levels were generally high, and their anxiety levels were low while completing the tasks on a mobile device. In comparison to the desktop, it took less time overall to complete all tasks. On the other hand, using a desktop computer (97.1%) resulted in better task completion success rates for participants than using a mobile device (85.7%).

No previous task-based evaluation study of this kind has been conducted to assess the usability of any university website in Bangladesh.

The use of mobile technologies and learning devices has been increasing in every field of life, and library and information sciences are no exception. This study aims to explore the perceptions of library and information science (LIS) students regarding mobile learning (m-learning) along with their primary purposes, social media applications, advantages, disadvantages, barriers, impact and overall satisfaction with using these devices.

A survey method was used, and data was collected from the students of 12 library schools in Pakistan for a total sample of 250 students.

Their main purposes of usage, their needs, advantages, disadvantages, barriers, impacts and the level of overall satisfaction were also identified. The inferential statistics (t-test and ANOVA) also identified the difference of opinion on the basis of gender, programs, types and number of m-learning devices. Overall, the findings highlight the need for academic libraries to give mobile access (launching mobile applications) to better use library services. To ensure this, libraries must keep an eye on new advances in mobile technology, researchers’ needs and related electronic library services and observe how these services are being used.

Theoretical and practical implications have been highlighted to understand the perceptions of LIS students about m-learning devices.

The mobile library service providers and management need to improve their services by offering services that fit the diverse needs of their users and should know how to attract modern library users.

The tendency shows that more customers will bring and use their mobile devices in-store. This study proposes a further analysis of the complementary role of the mobile device in an in-store purchase providing a characterisation of those customers and analyses their usage preferences and behaviour intentions, presenting new insights concerning gender and generation preferences.

Quantitative research with customers of electronic stores was conducted based on a questionnaire applied at the store’s exit. To assess the differences between genders and among generations were used the parametric T-Test and one-way ANOVA.

The results demonstrate divergencies between generations when using mobile devices. In addition, they indicate that males have more intention to manage shopping tasks efficiently and consequently are less affected by in-store marketing stimuli and less predisposed to impulse purchases.

Although real customers participated, a convenience sample was used. The results should be compared with research on other retailer types. The customer shopping motivations and the types of mobile device usage should be further investigated since they can change the experience and the retailer’s outcomes.

Contributing to related specific research areas such as shopping behaviour and technology in retail settings by showing the usage preferences, the study also provides information for retailers, especially those needing to approach the Gen Z customers, improving the development of strategies.

This research explores further the complementary role of the mobile device in an in-store purchase. By conducting the study in a new setting, it brings new insight into a less explored, yet important sector.

This study aims to look at the use of mobile devices by science students with emphasis only on privately owned universities in Nigeria.

A descriptive research design was used, as the study was a survey research. Eighty copies of structured questionnaire were distributed to collect data from science students in advanced levels of their undergraduate programmes in Afe Babalola University, Ado-Ekiti (ABUAD) and Joseph Ayo Babalola University (JABU) Ikeji-Arakeji, in their lecture halls and laboratories with the permission and assistance of their lecturers. The data were collected within a period of five weeks. All the administered questionnaire were correctly filled and returned, yielding a 100 per cent return rate. The data were analysed using descriptive statistics which includes frequency and percentage presented in tables and charts.

The study found that science students in the selected private universities mostly (83.7 per cent) use smartphones than other mobile devices. Also, the students own mobile devices for the purpose of using educational applications (77.50 per cent) and to chat with people (72.50 per cent). The students use the Internet on their devices very often. The Internet facilities mostly used by the students are e-mails (71.25 per cent), social media (68.75 per cent) and search engines (60.50 per cent). The challenges mostly faced by the students using mobile devices for academic practices are poor Internet connectivity (81.25 per cent) and high cost of data subscription (53.75 per cent).

Given the knowledge gained from this study, it is desired that universities across Nigeria would encourage the integration of the use of mobile devices into core educational programmes. Also, mobile data service providers need to reduce the cost of data subscription, especially on campuses for students. Moreover, owners of private universities should ensure the provision of good Internet connectivity for mobile devices campus-wide. Free and accessible Wi-Fi hot spots should be created for students.

Policy makers in the country should encourage mobile data service providers to reduce cost of data subscription on university campuses so as to enable students enjoy to the fullest the numerous features of mobile devices for academic practices.

Research on the use of mobile devices for academic practices by students is somewhat new in Nigeria more so that privately owned universities are in focus. The study has therefore opened the floor for more in-depth studies on the subject now that mobile devices should be seen as tools rather than fanciful gadgets.

The purpose of this paper is to examine the barriers associated with the adoption and use of mobile sales force automation (SFA) systems from a salesperson’s perspective.

A qualitative investigation of two business-to-business companies was conducted. Data collected from ten semi-structured interviews with directors or sales managers were analyzed to understand the main barriers to SFA system adoption.

The study confirms the existence of three barriers (customer knowledge, quality of information and the characteristics of mobile devices) to a mobile SFA system use and identifies two additional barriers: lack of time and optimization issues.

The explorative nature of the study and the qualitative method employed limit the generalizability of the results. The propositions could be further validated and tested with a wider population.

Organizations wishing to speed the adoption of a mobile SFA system should evaluate the importance and significance of the five identified barriers to adoption, and plan how to overcome them. It is important for the providers of the mobile SFA systems to focus on developing systems that can exploit the different characteristics of each channel and, in parallel, overcome the inherent limitations of any single channel. The content of an SFA system should be customizable for each type of mobile device.

Ever increasing mobility has led to a rise in the use of smartphones and tablet PCs (tablets) in business and the consequent growth in the use of SFA systems. Although SFA systems have been studied for roughly 30 years, little is known of the impact of newly developed mobile devices on sales management and sales personnel.

The purpose of this study is to investigate the relationships among determinant (ease of use), extrinsic (usefulness) and intrinsic motivations (enjoyment), attachment and usage intention regarding seniors’ use of mobile devices for tourism. In addition, this study examines the moderating role of knowledge in these relationships.

The researchers collected data via online surveys to reach the target population of this study, 55 years and older adults who had used mobile devices for tourism. The researchers used the partial least squares approach for this study.

The results reveal that ease of use has significant effects on extrinsic and intrinsic motivations. The motivations of usefulness and enjoyment significantly affect attachment, which, in turn, influences usage intention. The relationships between ease of use and usefulness, ease of use and enjoyment and enjoyment and attachment were stronger for the high-knowledge group than for the low-knowledge group. The relationship between usefulness and attachment was stronger for the low-knowledge group than for the high-knowledge group.

The findings of this study provide compelling implications for academics and practitioners in the senior tourism field.

The compelling insight of this study is the development of a research model that combines an emergent construct of attachment as a mediator and knowledge of technology as a moderator.