Despite the availability of studies on mobile learning adoption, its theoretical foundations have not yet matured. However, studies on mobile learning adoption in the context of form six student in Malaysia is still very limited. Against this concern, a study was conducted with the aim of investigating factors that could influence the adoption of mobile learning. Based on The Unified Theory of Acceptance and Use of Technology (UTAUT) and two other variables which are Perceived Playfulness and Self-Directed Learning, an empirical structured has been developed to identify predictors of mobile learning. A self-administered questionnaire was adopted and a total of 314 responses were employed for the analysis, using Structural Equation Modelling (SEM). The findings of the analysis revealed that all key constructs (except social influence) affect mobile learning adoption among form six students. Besides that, Self-Directed Learning become the strongest predictor and followed by Effort Expectancy. These findings provide crucial implications for educators and practitioners to take individual characteristic (Self-Directed Learning) into consideration while promoting mobile learning. This study represents one of the few attempts to reveal the extended UTAUT model could be increased explanation power of technology acceptance by the users. Directions for future study are suggested at the end of the paper.
Prior to embarking on mobile technologies, mobile learning has become an integral part of learning strategies. It is viewed as a potentially significant learning tool as it has made learning ubiquitous with the use of wireless mobile devices. However, before designing and implementing a new learning system, learner’s readiness should be taken into consideration. Despite its notable advantages, mobile learning is largely unresearched at Malaysian Form Six Students. Therefore, this quantitative study aims to investigate the extent of readiness of Malaysian Form Six students., A set of questionnaires was administered to 106 randomly selected form six students to serve this purpose. The questionnaire was designed to explore three main readiness, namely Self-Directed Learning (SDL), technological readiness, and psychological readiness. The overall findings revealed that a great majority of the students show a high level off readiness for the implementation of mobile learning. The evidence from this preliminary finding has provided valuable information for educators and curriculum designers to discover ways to exploit mobile learning in the teaching and learning process.
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