A comparative study of the effects of cultural differences on the adoption of mobile learning

Arpacı, İbrahim

doi:10.1111/bjet.12160

Cited by 99 publications

(60 citation statements)

References 36 publications

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“…The model was validated across separate cultural samples and was found to have an adequate predictability. The structural results showed that all path coefficients were significant using the proposed model which are in line with the prior research claimed that technology expectancy (Arpaci, ; Chen, ; Nistor et al ., ). The significant paths also revealed the different effects of specific variables on students’ DIL process.…”

Section: Discussionsupporting

confidence: 88%

A comparative study of digital informal learning: The effects of digital competence and technology expectancy

He¹,

Li²

2019

Brit J Educational Tech

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The objective of this paper is to investigate the effects of digital competence and technology expectancy and how they interact with cultural differences on digital informal learning (DIL) of university students have different cultural backgrounds. Empirical data collected from a survey conducted both in China and Belgium, the total sample consists of 335 Chinese and 197 Belgians. Partial least square with formative assessment was employed to test the proposed model and multi‐groups comparison analysis was conducted to examine the moderation effects of cultural difference on influential factors related to students’ DIL behaviors. The results highlighted the essential role of digital competence and technology expectancy in DIL. Cultural difference revealed a strong influence on the motive pattern of DIL behaviors. This study raised some major implications for educational researchers and practitioners alike. Specifically, the paper introduced and stressed the role of digital competence in informal learning context which was rarely considered in prior studies in terms of learning ecology. The study expanded current theoretical understanding of technology adoption in informal learning environments across different cultural contexts. The finding has shown both a homogeneous informal learning behavior and motive variance between different two cultural backgrounds. The study also provided a set of practical implications, including the need for digital competence training in today’s digital era, and the need for a satisfactory user interface design globally.

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Section: Discussionsupporting

confidence: 88%

A comparative study of digital informal learning: The effects of digital competence and technology expectancy

He¹,

Li²

2019

Brit J Educational Tech

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“…However, other studies suggested that SI does not affect PU of mobile learning (Baydas & Yilmaz, ). Also, according to Arpaci (), investigation of the impact of SI on Intention to Use should also consider the mediating effect of cultural factors.…”

Section: Discussionmentioning

confidence: 99%

Factors that influence behavioral intention to use mobile‐based assessment: A STEM teachers’ perspective

Nikou¹,

Economides²

2018

Brit J Educational Tech

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Teachers' role can be catalytic in the introduction of innovative digital tools in order to create new learning and assessment opportunities. This study explores science technology engineering and mathematics (STEM) teachers' intention to use mobile‐based assessments in the teaching practice. The study proposes the teachers' acceptance mobile‐based assessment (TAMBA) model which extends the technology acceptance model by introducing individual, social, institutional and instructional design factors. An appropriate questionnaire was developed and answered by 161 STEM teachers from 32 European countries. Their responses were analyzed using structural equation modeling. The proposed TAMBA model explains about 50% of the variance in teachers' intention to adopt mobile‐based assessment. Perceived Ease of Use was found to be the most important determinant in teachers' intention to use mobile‐based assessment. Facilitating Conditions and Output Quality were the most influential external variables in the model. The study findings revealed that focusing on mobile assessment quality design as well as on institutional support are important factors for STEM teachers in order to accept mobile‐based assessments in schools.

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“…These include specific devices such as smartphones (Gikas & Grant, 2013), tablets (Churchill & Wang, 2014;Engin & Donanci, 2015) and other devices. Researchers are also interested in the social and cultural contexts that surround mobile learning (Arpaci, 2015;Viberg & Gronlund, 2013). Educators are exploring how to use social media such as Twitter (Hsu & Ching, 2012) for learning.…”

Section: Themesmentioning

confidence: 99%

Research Trends in Mobile Learning in Higher Education: A Systematic Review of Articles (2011 – 2015)

Krull

Duart

2017

IRRODL

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The potential and use of mobile devices in higher education has been a key issue for educational research and practice since the widespread adoption of these devices. Due to the evolving nature and affordances of mobile technologies, it is an area that requires ongoing investigation. This study aims to identify emerging trends in mobile learning research in higher education in order to provide insights for researchers and educators around research topics and issues for further exploration. This study analysed the research themes, methods, settings, and technologies in mobile learning research in higher education from 2011 to 2015. A total of 233 refereed articles were selected and analysed from peer reviewed journals. The results were compared to three previous literature review-based research studies focused between 2001 and 2010 to identify similarities and differences. Key findings indicated that: (a) mobile learning in higher education is a growing field as evidenced by the increasing variety of research topics, methods, and researchers; (b) the most common research topic continues to be about enabling m-learning applications and systems; and (c) mobile phones continue to be the most widely used devices in mobile learning studies, however, more and more studies work across different devices, rather than focusing on specific devices.

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A comparative study of the effects of cultural differences on the adoption of mobile learning

Cited by 99 publications

References 36 publications

A comparative study of digital informal learning: The effects of digital competence and technology expectancy

A comparative study of digital informal learning: The effects of digital competence and technology expectancy

Factors that influence behavioral intention to use mobile‐based assessment: A STEM teachers’ perspective

Research Trends in Mobile Learning in Higher Education: A Systematic Review of Articles (2011 – 2015)

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