Conceptualizing Factors that Influence South African Students’ Intention to Choose Mobile Devices as Tools for Learning

Chipangura, Baldreck

doi:10.1007/978-3-030-35343-8_57

Cited by 4 publications

(3 citation statements)

References 12 publications

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“…TTF involves the association of task needs, individual skills, and functions of the mobile technology system [55]. TTF is also linked to personal performance criteria in the larger context of considering the impact of IT on individual performance [51,56].…”

Section: Task-technology-fit (Ttf)mentioning

confidence: 99%

Students’ Perceptions of the Actual Use of Mobile Learning during COVID-19 Pandemic in Higher Education

Alturki

Aldraiweesh

2022

Sustainability

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Mobile learning (M-learning) has become a significant component of higher education technology. Moreover, M-learning allows students to study, collaborate, and exchange ideas while using the internet and technology. Furthermore, an acceptance of M-learning is necessary for students and educators when it comes to using M-learning systems. However, in Saudi Arabia, not enough studies have been conducted to address students’ perceptions of their actual use of mobile learning for the purpose of education during the COVID-19 pandemic. Therefore, the current research aims to examine students’ satisfaction with their behavioral intention to use mobile learning, as well as their perceptions of their actual use of mobile learning during the COVID-19 pandemic in higher education. The research is based on the Technology Acceptance Model (TAM). The satisfaction and behavioral intentions of students to utilize mobile learning to make real use of mobile education was measured using four separate variables. A TAM survey was used to collect the majority of the data, with questionnaires being randomly distributed to 300 students from King Saud University. SPSS and Smart-PLS3.3.3 were used to analyze the data. The results in terms of the students’ satisfaction and behavior in using M-learning show that M-learning has a good and constructive influence on the actual usage of M-learning during the COVID-19 pandemic in higher education. As a result, we encourage students to use M-learning in their classrooms and to collaborate with their peers at higher education institutions. The study’s empirical findings aid in the integration of the TAM model in order to increase students’ M-learning performance.

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Section: Task-technology-fit (Ttf)mentioning

confidence: 99%

Students’ Perceptions of the Actual Use of Mobile Learning during COVID-19 Pandemic in Higher Education

Alturki

Aldraiweesh

2022

Sustainability

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“…The degree to which a system’s operational activities satisfy a person’s job needs can be taken into account when determining TTF ( Goodhue and Thompson, 1995 ; Al-Rahmi et al, 2019b ). The relationship between work requirements, individual abilities, as well as the function of the MOOCs system, is known as the TTF ( Chipangura, 2019 ). Additionally, the relationship between TTF and the performance criteria has been established, which may be applied in the broader context of evaluating how information technology affects a person’s performance ( Goodhue and Thompson, 1995 ; Chipangura, 2019 ; Al-Rahmi et al, 2019b ).…”

Section: Hypotheses Developmentmentioning

confidence: 99%

“…The relationship between work requirements, individual abilities, as well as the function of the MOOCs system, is known as the TTF ( Chipangura, 2019 ). Additionally, the relationship between TTF and the performance criteria has been established, which may be applied in the broader context of evaluating how information technology affects a person’s performance ( Goodhue and Thompson, 1995 ; Chipangura, 2019 ; Al-Rahmi et al, 2019b ). Hence, the following hypotheses are formulated:…”

Section: Hypotheses Developmentmentioning

confidence: 99%

Integrated TTF and self-determination theories in higher education: The role of actual use of the massive open online courses

Alturki

Aldraiweesh

2023

Front. Psychol.

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The purpose of this study was to examine the relationships between users’ satisfaction with actual use of massive open online courses (MOOCs) and intrinsically motivated, task-technology fit, attitudes toward using MOOCs, and behavioral intention to use MOOCs. As the primary technique for data collection, a survey questionnaire on self-determination theory (SDT) as well as task-technology fit (TTF) was distributed to a total of 228 students. The results of the users’ (TTF) to attitude toward using MOOCs and their behavioral intention to use MOOCs had a positive impact on their satisfaction and actual use of MOOCs in higher education institutes. However, the users’ perceived autonomy was not entirely satisfied, based on the results of their intrinsic motivation for the actual use of learning courses. Similarly, technology characteristics were insignificant with TTF for the actual use of MOOCs in academic institutions. Additionally, mediation studies showed that the correlations between independent factors on the one hand and users’ satisfaction with their actual use of MOOCs on the other were significantly mediated by intrinsic motivation, TTF attitude, and behavioral intention to use. Finally, practical ramifications were examined, and recommendations were made with regards to the direction of future studies.

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Conceptualizing Factors that Influence Learners’ Intention to Adopt ICT for Learning in Rural Schools in Developing Countries

Mhlana¹,

Chipangura²,

Twinomurinzi³

2021

Lecture Notes in Networks and Systems

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Conceptualizing Factors that Influence South African Students’ Intention to Choose Mobile Devices as Tools for Learning

Cited by 4 publications

References 12 publications

Students’ Perceptions of the Actual Use of Mobile Learning during COVID-19 Pandemic in Higher Education

Students’ Perceptions of the Actual Use of Mobile Learning during COVID-19 Pandemic in Higher Education

Integrated TTF and self-determination theories in higher education: The role of actual use of the massive open online courses

Conceptualizing Factors that Influence Learners’ Intention to Adopt ICT for Learning in Rural Schools in Developing Countries

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