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This study investigates online students' acceptance of mobile learning and its influence on learning achievement using an information system success and extended technology acceptance model (TAM). Structural equation modeling was used to test the structure of individual, social, and systemic factors influencing mobile learning's acceptance, and how said acceptance influences learning satisfaction and achievement. Unlike earlier TAM-related research that did not provide a broad view of technological acceptance and its impact on learning activities, the present study's results highlight the relationship between behavioral intention/learning satisfaction and learning achievement. Additionally, this study tests the theoretical model of successful mobile learning by empirically accepting mobile learning management systems. The findings further imply that students at online universities have started to accept mobile technology as a new learning tool; consequently, its acceptance has influenced their learning achievement both directly and indirectly. These discoveries should facilitate a better understanding of students' usage of mobile learning systems in higher education, and provide timely guidance for its development and implementation.

As the educational possibilities of AR (Augmented Reality) and VR (Virtual Reality) are getting more attention, understanding teachers' readiness to integrate new technologies for instruction would help researchers and practitioners to plan how to support them. In this regard, the present study explores teachers' willingness to integrate AR and VR technologies for teaching and learning practices. Employing an extended Technology Acceptance Model (eTAM), this study investigated whether technological pedagogical and content knowledge (TPACK), social norm (SN), and motivational support (MS) for teachers influence teachers' intention to use the technologies. Analysis from 292 in-service teacher responses supported all of the eight hypotheses formulated in the study. TPACK was found to have a significant influence on perceived usefulness (PU) and perceived ease of use (PEU) while SN influenced PU. In addition, MS was found to have an influence on PEU, which ultimately affects attitudes toward technology use (ATU) and then behavioral intention (BI). The results imply the importance of providing technology professional development (PD) and support for teachers to promote the use of AR and VR in classrooms.

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This study proposes an extended technology acceptance model to predict acceptance of synchronous e-learning by examining relationships among variables associated with factors influencing the technology acceptance of synchronous e-learning. Learners at an online university participated through an online survey; there were 251 respondents in all. Employing structural equation modeling, we tested a hypothesized model, and the resulting model was found to have a good fit. Self-efficacy, subjective norm, and system accessibility have an effect on learners' technology acceptance of synchronous e-learning, whereas systematic lecture content does not affect it. In addition, the perceived ease of use also has an effect on behavioral intention, whereas perceived usefulness does not. This study examined the acceptance structure of synchronous e-learning. The findings are expected to enhance the understanding of synchronous e-learning for instructors and school administrators and also provide empirical evidence that can be used to establish effective strategies.

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Together our results showed that anionic GNs penetrate skin better than cationic GNs.

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