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 importance of mobile learning (M-learning) has increased during the outbreak of Coronavirus disease 2019 (COVID-19). Level of English foreign language (EFL) teachers to use the technology should be assessed to understand the perception and readiness of EFL teachers to use M-learning. Building on existing literature, this study proposed that performance expectancy, effort expectancy, social influence and facilitating condition will affect positively the readiness to use M-learning. The study also proposed attitude as a mediator and technology self-efficacy as a moderator. The data was collected from 163 EFL teachers in Iraq. The findings showed that facilitating condition, performance expectancy, effort expectancy, and social influence affected positively the readiness to use M-learning. Attitude fully mediated the effect of performance expectancy, effort expectancy, social influence on readiness to use M-learning. Technology self-efficacy did not moderate the effect of the variables but it has a significant direct effect on readiness to use M-learning. Decision makers are recommended to enhance the infrastructure and to initiate training courses to enhance the information technology knowledge of the EFL teachers.
The purpose of this study is to determine the predictors of using mobile learning (ML) among English literature students in Iraq. This study assumes that variables of UTAUT such as effort expectacny (EE) and performance expectancy (PE) as well as the subjective norms (SN) from theory of planned behavior (TPB) will affect the behavioral intention (BI) to use ML. BI and availability (FC) will affect the actual use (AU). In addition, user satisfaction is proposed as a mediating variable between PE, EE, and SN with BI. Data of this study was collected using a questionnaire from 240 undergraduate students. The data was analyzed using PLS. The findings showed that PE, EE and SN are important factors for the BI of ML. BI and FC significantly affected the AU. User satisfaction mediated only the effect of PE and EE on BI. Easier processes and instruction must be provided by univeristies to enhance the adoption of ML among English literature students.
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