No abstract

This study aims to explore university students' intention to use mobile learning management systems (m-LMS) in higher education in Sweden. To address this, a research model based on the technology acceptance model (TAM) and nine research hypotheses are developed. In addition to perceived usefulness and perceived ease of use from the TAM, the research model includes academic relevance, university management support and perceived mobility value from previous literature as external variables to study the adoption of m-LMS. The proposed research model and research hypotheses are empirically tested with 130 university students in Sweden. According to the results, support is found for seven of the nine research hypotheses. This study contributes to the validation of the extended TAM for mobile learning and demonstrates the hypothesised model moderately predicts students' intention to adopt m-LMS in higher education in Sweden.

Along with the rapid development of information and communication technology, more and more mobile commerce applications are available. However, what is the user's perception and reaction of those new applications? It is critical to study the factors that influence the user adoption of mobile applications. In this research work, we propose an extended technology acceptance model, which is called mobile services acceptance model, with a consideration of trust, context, and personal initiatives and characteristics factors in addition to perceived usefulness and perceived ease of use. Furthermore, in order to demonstrate the applicability of the mobile services acceptance model, one case study with respect to the user adoption of the mobile application---FindMyFriends is presented.

Currently, there is no standard instrument for measuring user adoption of mobile services. Based on the mobile service acceptance model, this paper reports on the development of a survey instrument designed to measure user perception on mobile services acceptance. A survey instrument was developed by using some existing scales from prior instruments and by creating additional items which might appear to fit the construct definitions. In addition, a pilot study was conducted by distributing the survey to 25 users of a mobile service called Mobile Student Information Systems. As a result, a survey instrument containing 22 items were retained. Furthermore, the results showed that the reliabilities of all the scales in the survey instrument were above the target acceptance level.

With the development of mobile technology, mobile advertising has become popular worldwide. It seems that almost every user who owns a mobile device receives mobile advertisements from various service providers. However, most consumers hold negative attitudes towards mobile advertising. This research aims to investigate the factors which influence consumers’ adoption of mobile advertising. Based on a literature review from previous research, a research model is proposed. This research model is empirically evaluated using survey data collected from 302 receivers of mobile advertising in China. Consumers’ attitudes toward mobile advertising and incentives explain about 80 percent of consumers’ intention to receive mobile advertisements. In addition, entertainment, credibility, personalization and irritation all have direct effects on consumers’ attitudes toward mobile advertising; the effect of entertainment is quite strong. Both theoretical and practical implications of this research are discussed.

This study investigates the adoption of mobile information services at a Norwegian university. By expanding the Technology Acceptance Model (TAM), a new research model, known as the mobile services acceptance model (MSAM), is proposed. Based on the research model, seven research hypotheses are presented. The proposed research model and research hypotheses were empirically tested using data collected from a survey of users of a mobile service, extended Mobile Student Information Systems (eMSIS), at a Norwegian university. The findings indicate that the fitness of the research model is good. Support was also found for the seven research hypotheses. Among the factors, the personal initiatives and characteristics has the strongest influence on the intention to use eMSIS.

This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries.Nothing herein shall constitute or be considered to be a limitation upon or waiver of the privileges and immunities of The World Bank, all of which are specifically reserved.

Due to the COVID-19 pandemic, higher educational institutions worldwide switched to emergency distance learning in early 2020. The less structured environment of distance learning forced students to regulate their learning and motivation more independently. According to self-determination theory (SDT), satisfaction of the three basic psychological needs for autonomy, competence and social relatedness affects intrinsic motivation, which in turn relates to more active or passive learning behavior. As the social context plays a major role for basic need satisfaction, distance learning may impair basic need satisfaction and thus intrinsic motivation and learning behavior. The aim of this study was to investigate the relationship between basic need satisfaction and procrastination and persistence in the context of emergency distance learning during the COVID-19 pandemic in a cross-sectional study. We also investigated the mediating role of intrinsic motivation in this relationship. Furthermore, to test the universal importance of SDT for intrinsic motivation and learning behavior under these circumstances in different countries, we collected data in Europe, Asia and North America. A total of N = 15,462 participants from Albania, Austria, China, Croatia, Estonia, Finland, Germany, Iceland, Japan, Kosovo, Lithuania, Poland, Malta, North Macedonia, Romania, Sweden, and the US answered questions regarding perceived competence, autonomy, social relatedness, intrinsic motivation, procrastination, persistence, and sociodemographic background. Our results support SDT’s claim of universality regarding the relation between basic psychological need fulfilment, intrinsic motivation, procrastination, and persistence. However, whereas perceived competence had the highest direct effect on procrastination and persistence, social relatedness was mainly influential via intrinsic motivation.