Exploring the moderating role of perceived flexibility advantages in mobile learning continuance intention (MLCI)

Huang, Rui‐Ting; Hsiao, Chia-Hua; Tang, Tzy-Wen; Lien, Tsung-Cheng

doi:10.19173/irrodl.v15i3.1722

Cited by 37 publications

(23 citation statements)

References 40 publications

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“…Perceived usefulness has both a direct and an indirect impact on the m-learning intention of ITM students. This is consistent with the findings of Huang, Hsiao, Tang, and Lien (2014), who noted that perceived usefulness and subjective norms could be connected with m-learning intention.…”

Section: Resultssupporting

confidence: 92%

Approach to M-learning Acceptance Among University Students

Gómez-Ramirez

Valencia-Arias

Cano

2019

IRRODL

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A growing number of higher education institutions have adopted tools to promote mobile learning. However, studies into the driving factors of its adoption are insufficient. This article identifies the aspects that have an effect on the adoption of mobile learning (m-learning) among university students. The theory of planned behavior (TPB) and technology acceptance model (TAM) have been shown to be valid and powerful models in the research on the adoption of learning technologies. Based on TPB and TAM, we propose a model to explain how perceptions influence m-learning adoption among Colombian university students. To confirm the acceptability of the model, a self-administered questionnaire was applied to 878 undergraduate university students from the Instituto Tecnológico Metropolitano (ITM), a higher education institution in Colombia The results suggest that all of the constructs of TPB and TAM have a moderate impact on the intention to adopt m-learning. Specifically, perceived usefulness and attitude have a significant influence on students’ acceptance of m-learning. These results can stimulate future research and promote an effective diffusion of m-learning in developing countries.

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Section: Resultssupporting

confidence: 92%

Approach to M-learning Acceptance Among University Students

Gómez-Ramirez

Valencia-Arias

Cano

2019

IRRODL

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“…This is in agreement with Legris et al (2003), Park (2009), andHuang et al (2014), who found a correlation between students' desire to remain current with societal changes engendered in technological development while integrating contemporary technology into their learning activities. Thus, based on the perception that rapidly embracing technology can aid one's survival in society, students may adopt a positive attitude toward mobile learning.…”

Section: Discussionsupporting

confidence: 90%

“…Third, PU is the most influential factor affecting BI in students' intention to use mobile learning systems, a finding that is in agreement with Park et al (2012) andHuang et. al (2014).…”

Section: Discussionsupporting

confidence: 85%

The use of a mobile learning management system at an online university and its effect on learning satisfaction and achievement

Shin¹,

Kang

2015

IRRODL

101

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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.

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“…Wojciechowski and Cellary [37] indicated that attractive teaching content is essential because it will increase the learner's interest in learning. Research on the background of education has found that the thematic study of continuance intention is mainly distributed in learning environment systems such as Web-based learning [38], e-Learning [39], Massive Open Online Course (MOOC) [40], and mobile learning (M-Learning) [41]. For example, when learners use an online digital learning platform, their learning attitude is the decisive factor that affects their continuance intention [39].…”

Section: Introductionmentioning

confidence: 99%

Continuance Intention of Augmented Reality Textbooks in Basic Design Course

et al. 2021

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The Basic Design course can help students understand design principles and visual art elements It is a compulsory basic course for the department of art and design in many universities. In recent years, Augmented Reality (AR) technology has found its way into the field of design education and has become a popular textbook tool in teaching courses. There are not many pieces of research on the application of AR in design courses. Therefore, this study attempts to explore the factors that affect students’ acceptance of AR textbooks in Basic Design course and their continuance intention for AR textbooks. This study first focused on students with experience in using AR textbooks. Open-ended questions were used to collect factors that allow AR textbooks to be used in the design curriculum; then questionnaire surveys and factor analysis were conducted and the research hypotheses are presented. Then, the research hypotheses were verified through reliability and validity as well as structural equation modeling. Three factors and 15 items for students to accept AR textbooks in the Basic Design course were summarized in the research results, including the three factors named “Visual Attraction”, “Knowledge-ability”, and “Situational Experience”. The analysis of differences showed significant differences in gender among these three factors and no significant differences between grades and departments. Also, it was found from the analysis results of the structural equation model that the factors of “Visual Attraction” and “Knowledge-ability” both had a positive effect on the continuance intention, of which “Knowledge-ability” was the most important influencing factor. The results of this study can help the application and development of AR textbooks in the Basic Design course.

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Exploring the moderating role of perceived flexibility advantages in mobile learning continuance intention (MLCI)

Cited by 37 publications

References 40 publications

Approach to M-learning Acceptance Among University Students

Approach to M-learning Acceptance Among University Students

The use of a mobile learning management system at an online university and its effect on learning satisfaction and achievement

Continuance Intention of Augmented Reality Textbooks in Basic Design Course

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