Mobile learning is presently taking part in associate degree more and more important role within the instructional method, additionally as within the development of teaching and learning ways for higher education. The power to find out ‘on the go– anytime, anywhere, is changing into more and more fashionable. The advantages offered by mobile learning are important. On the opposite hand, the implementation of mobile learning in educational activity relies on users’ acceptance of technology. Acceptance and intention to use mobile learning may be a topic of growing interest within the field of education. The model of the unified theory of acceptance and use of technology (UTAUT) is planned and developed by researchers via a mixture of eight major theories in activity prediction. UTAUT is among the foremost fashionable and up to date model in information technology acceptance. This is review paper aiming to review UTAUT’s previous studies of intention to use mobile learning. In conclusion, this research provides insight regarding the necessary factors for planning and designing an intention to use mobile learning model in higher education institutions.

The study has two objectives, first is exploring the variables that affect the intention to use mobile learning and second is investigating the experience moderator effect on the variables that influence intention to use mobile learning in higher education institutions (HEI) in Iraq. Then formulate a model for intention to use mobile learning. A questionnaire has been conducted in this research for collecting the feedback from the participants. The findings confirmed that social influence (SI), performance expectancy (PE), “facilitating conditions” (FCs), effort expectancy (EE) and “satisfaction” (SA) have an important influence on the intention to use mobile learning. But, this study has rejected the “personal innovativeness” (PINN) factor as it was found not important. Furthermore, the study has confirmed that the experience moderator variable has an influence of EE, SI, and PE on the intention to use mobile learning. This study is significant to the field of discipline as it will provide a roadmap for HEI to recognize the factors that affect the intention to use mobile learning.

Mobile learning (ML) is now involved in the creation of teaching and learning methods for higher education. However, this involvement is varied among countries. The objective of this research was to examine the factors that impact students' intentions to use ML in Iraqi higher education institutions (HEIs). Building on unified theory of acceptance and use of technology (UTAUT) and information system success model (ISSM), a conceptual model was developed. The population of this study are users in Iraqi univeristies. Using a stratified random sampling, a total of 323 responses were collected to examine the proposed hypotheses. The findings showed that variables of UTAUT such as effort expectancy (EE), social influence (SI), performance expectancy (PE), facilitating conditions (FC) as well as variables of ISSM such as satisfaction along with perceived enjoyment and self efficacy affected positively the intention to use ML (ITUML) which in turn affected actual use (AU). Gender and experience moderated the effect of PE, EE, and SI on ITUML. A model of ITUML among users in Iraqi HEI was developed. Decision makers are advised to focus on certain variables to enhance the usage of ML in HEI.

Aim/Purpose: The main aims of this research are to explore the moderating effects of gender on the relationships of such factors and the intention to use mobile learning, to examine the factors that influence m-learning acceptance in the universities and higher education institutions (HEI) in Iraq, and to investigate the influence of the intention to use on the actual use of mobile learning in (HEI). Background: Over recent decades, mobile learning has played an increasingly important role in the teaching and learning process, especially for higher education. As such, acceptance and use of mobile learning has become a topic of interest within the education sector. In this regard, UTAUT is one of the widely used models for examining users’ intention for use and acceptance of information technology. Methodology: A survey method was used in this study involving a sample of 323 participants recruited from several universities in Iraq. Contribution: This study has made significant contributions to the advancement of m-learning in Iraq by developing a mobile learning model that can help guide practitioners to promote and facilitate the use of such an approach in universities. Findings: The findings showed that gender moderated the relationships of social influence (SI), effort expectancy (EE), and performance expectancy (PE) with respondents’ intention to use m-learning. In addition, the findings confirmed the perceived enjoyment, performance expectancy (PE), effort expectancy (EE), self-efficacy (SE), and social influence (SI) had significant direct effects on intention to use m-learning. Furthermore, the respondents’ intention to use or behavioral intention had a significant impact on the actual use of m-learning. Recommendations for Practitioners: It is vital for university management and practitioners to encourage students about the advantages of mobile learning in higher education institutions. In Iraq, the research in mobile learning is still very new and there are few studies have analyzed the gender effect on the mobile technology acceptance in learning. This study provides a roadmap of the gender effect on variables that could influence mobile learning acceptance in higher education institutions in Iraq. Recommendation for Researchers: The gender moderation effect on the factors that influence the mobile learning acceptance is important, thus the new researchers are advised to examine the gender effect on other factors that could influence mobile learning acceptance. Moreover, cross-nation studies are needed to further validate the findings of this research because it was conducted from the perspective of a developing nation where mobile learning is still in its infancy. Future studies may broaden the research to examine additional potential elements, such as the quality of services in future models, which can help enhance the understanding of learners’ acceptance and continuous usage of mobile learning as well as to improve the utility of UTAUT. Impact on Society: The use of mobile learning has increased in its importance for higher education around the globe, including Iraq. Clearly, mobile learning has been pervasively used in education throughout the world due to the Covid-19 pandemic. During this time, students were required to study at home for months as per governments’ orders in order to avoid being affected by the virus. With mobile learning, students were able to continue their studies; otherwise, they would have missed the academic year. Academic staff and administrators should therefore encourage and employ mobile learning for instruction, student communication, and exam administration. Future Research: Given that the UTAUT model was used in higher educational settings for this research, it is advised to look into its application in corporate settings to see if comparable results can be repeated or not. More research is advised to look at the moderating effects of demographic factors, such as age and place of origin, in order to shed more light on students’ adoption of mobile learning in HEIs in developing nations.