A benefit–cost perspective of the consumer adoption of the mobile banking system

Shen, Yung-Cheng; Huang, Chun‐Yao; Chu, Chia-Hsien; Hsu, Ching-Tien

doi:10.1080/01449290903490658

Cited by 154 publications

(102 citation statements)

References 100 publications

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“…These findings replicate other studies (Baldwin and Lin, 2002;Baldwin et al, 1996;Shen et al, 2010) that suggest a cost-benefit framework influences users' decisions to adopt new technologies. In our case, those LIS students who have more experience with computers in general, academic computer use in particular, and social media, understand the benefits of using technology, and recognize the advantages of integrating and using m-learning in their studies.…”

Section: Discussionsupporting

confidence: 90%

Library and Information Science students’ perceptions of m-learning

Aharony

2014

Journal of Librarianship and Information Science

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Introduction M-learningWith the rapid development of mobile technologies, mobile learning (m-learning) has become a new trend in education. M-learning is defined differently by various people. Early perspectives focused on technology and suggested that m-learning is the delivery of training by means of mobile devices such as mobile phones or other personal digital assistants (McConatha and Praul, 2008). Sharples et al. (2007) state that m-learning is a conversation across multiple contexts among people and personal interactive technologies. Another dimension is presented by Wood (2003) who notes that m-learning is location based, situation dependent, and based on interaction between mobile devices and learners. A different interesting definition suggests that m-learning is the acquisition of knowledge or skills through the use of mobile technology anywhere and anytime (Geddes, 2004). An alternative perspective is that mobile learning refers to the use of mobile or wireless devices for the purpose of learning while on the move (Park, 2011). Further researchers characterize m-learning as an extension of e-learning. For example, Kadirire (2009) asserts that m-learning is a form of e-learning which can take place anytime and anywhere with the help of a mobile communication device.New m-learning perspectives relate to other aspects as well. One such viewpoint is learner-centered, suggesting that m-learning takes place when the learner is not at a fixed place, and that there are learning opportunities offered by mobile technologies (O'Malley et al., 2003). Expanding the learning dimension, Walker (2006) points out that mobile learning is not only about using portable devices, but also learning across contexts while Peters AbstractThe rapid development of mobile technologies has made mobile learning (m-learning) a new trend in education. This study explores whether Library and Information Science students, whose studies and future work focus on using up-to-date technologies, are familiar with new technological innovations. The study has two objectives: (1) whether personality and individual characteristics are related to perceptions about m-learning and (2) whether differences exist according to level of education, age and gender concerning perceptions about m-learning. The research was conducted in Israel during the first semester of the 2012 academic year. Researchers used six questionnaires to gather data. Findings suggest that individual differences such as resistance to change, learning strategies, and age may predict and influence m-learning adoption. Library and Information Science educators should be aware of these individual differences while teaching and training their students. They should understand that not all students wish to adopt current technologies, either while students or later as professionals. However, since using mobile technologies is an essential activity in these times, Library and Information Science educators should augment the curriculum to maximize exposing students to these platforms. Stu...

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Section: Discussionsupporting

confidence: 90%

Library and Information Science students’ perceptions of m-learning

Aharony

2014

Journal of Librarianship and Information Science

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“…Their results indicated that relative advantage and perceived competence have strong effects on user attitude towards mobile banking. Shen et al [20] examined mobile banking adoption from a benefit-cost perspective. They suggested that the key benefit of mobile banking is convenience, whereas the key cost is security.…”

Section: Online and Mobile Banking Adoptionmentioning

confidence: 99%

Examining mobile banking user adoption from the perspectives of trust and flow experience

2011

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Due to the high perceived risk and poor experience associated with using mobile banking, it is critical for service providers to build users' trust and improve their experience. Integrating both perspectives of trust and flow experience, this research examined the factors affecting mobile banking user adoption. The results indicate that structural assurance is the main factor affecting trust, whereas ubiquity and perceived ease of use are the main factors affecting flow experience. Trust has a significant effect on flow experience, and both factors determine usage intention, which in turn affects actual usage. Thus mobile service providers need to concern both trust and flow experience to facilitate user adoption and usage of mobile banking services.

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“…And mobile banking adoption may be specified as the intentions of the customers to use mobile banking services, their adoption of mobile banking and their willingness for using mobile banking. In literature, there are many studies examining the factors affection the adoption of mobile banking (Luarn & Lin, 2005;Gu et al, 2009;Akturan & Tezcan, 2012;Laukkanen & Pasanen, 2008;Li, 2013;Ying & Can, 2010;Tobbin, 2012;Shen, Huang, Chu & Hsu, 2010;Cudjoe, Anim & Nyanyofio, 2015;Saeed, 2011;Hanafizadeh, Behboudi, Koshksaray & Tabar, 2014). The variables which is commonly studied in mobile banking adoption models are perceived ease of use, perceived usefulness, performance expectancy, relative benefits of the mobile banking and trust (Oliveria, Faria, Thomas & Popovic, 2014).…”

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confidence: 99%

An Empirical Examination of the Relation between Consumption Values, Mobil Trust and Mobile Banking Adoption

Burucuoğlu

Erdoğan

2016

IBR

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The purpose of this study is to examine the relations among consumption values of the consumers relevant to mobile banking services, adoption to mobile banking and mobile trust. For this purpose, we propose a structural model which demonstrates the relations between consumption values, mobile banking adoption and mobile trust of consumers. The data had been collected through survey applied on individuals who are using mobile banking services in Turkey. It had been reached to 175 participants in total. The obtained data had been analyzed by partial least squares path analysis (PLS-SEM) which is known as second generation structural equation modeling. As the result of the research, it had been concluded that the conditional value, emotional value and epistemic value -from among consumption values-have positive and statistically meaningful effect on adoption to mobile banking, and that the social value has negative and statistically meaningful effect. It is being observed that there is positive and statistically meaningful relation in between trust relevant to mobile banking and conditional value, emotional value and functional value. And there are positive and statistically meaningful relations on trust relevant to mobile banking and adoption to mobile banking.

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A benefit–cost perspective of the consumer adoption of the mobile banking system

Cited by 154 publications

References 100 publications

Library and Information Science students’ perceptions of m-learning

Library and Information Science students’ perceptions of m-learning

Examining mobile banking user adoption from the perspectives of trust and flow experience

An Empirical Examination of the Relation between Consumption Values, Mobil Trust and Mobile Banking Adoption

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