Factors Influencing Mobile-Learning Adoption Intention: An Empirical Investigation in High Education

Khanh, Ngo Tan Vu; Gim, Gwang-Yong

doi:10.3844/jssp.2014.51.62

Cited by 26 publications

(36 citation statements)

References 31 publications

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“…This was also noticed through the mean value provided in Table III use. This is contrary to popular belief in m-learning literature that showed technological restrictions seemed not to induce significant usability problems inhibiting m-learning adoption [7]. Our result had supported [7] who concluded that PU had the highest path coefficient and remained strong predictors of behavioral intention and attitude to use.…”

Section: Discussionsupporting

confidence: 46%

“…This is contrary to popular belief in m-learning literature that showed technological restrictions seemed not to induce significant usability problems inhibiting m-learning adoption [7]. Our result had supported [7] who concluded that PU had the highest path coefficient and remained strong predictors of behavioral intention and attitude to use.These results validate the power of TAM constructs and its appropriateness in predicting acceptance of mobile learning. The relationship between PEOU and PU also confirmed [10] as well as the other relationship with TAM had also been confirmed.…”

supporting

confidence: 46%

Section: A Mobile-learning In Higher Educationmentioning

confidence: 99%

“…For these very reasons, TAM has been selected for this study. There are numbers of studies with the context of m-learning that are supported by TAM, extended TAM and UTAUT frameworks [5], [7], [28]- [32]. Fig.…”

Section: A Technology Acceptance Model (Tam) and M-learningmentioning

confidence: 99%

“…M-learning therefore provides an opportunity for the new generation with better communications and activities without taking into account the places or time. However, the benefits gain from mobile services depend on the intentions of the students to use them such as for education purpose [7].So the question of using the technological innovations lies in the perception of the users. Therefore, with this research, we then look into the theoretical background or foundations.…”

mentioning

confidence: 99%

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An Experimental Study on Task-Based Interaction in Improving College Students‘ English Speaking Ability

Bin¹,

Zhang²

2015

IJIET

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Abstract-Seventy-five students had been selected randomly from an institution of higher learning to predict their behavioral intentions towards using the m-learning. The study uses standard instrument to capture students' responses on the three basic constructs of technology acceptance model (TAM) that includes perceived usefulness (PU), perceived ease of use (PEOU) and attitude. Then data were analyzed through Smart-PLS in order to find out if PU remains the significant determinant of the attitude that in turn predicts the behavioral intention of using the m-learning technology. This model has moderate explanatory power with 38% of the variance in behavioral intention is from the attitude of the students. Based upon the conclusion, some pedagogical recommendations have been made for the relevant authorities. Index Terms-M-learning, technology acceptance model (TAM) students, technical university and Brunei Darussalam. I. INTRODUCTIONThe ubiquitous computing has now entered into the next generation from "e" (electronic) to "m" (mobile) world. This revolution in the telecommunications started with the advent of 3G of mobile telephone, then on 4G technologies that have resulted in reshaping the use of mobile phones, from making calls and sending and receiving short message (SMS) and multimedia message (MMS) to more versatile and multi-tasking instruments. Thus leads the users towards knowledge driven society. In education sector (teaching/learning) of e-learning applications and developments, the mobile phones users started enjoying the benefits through m-learning. M-learning is considered as the next generation of e-learning using mobile technologies as to facilitate educations towards teaching and learning purposes anywhere and anytime [1]. The increase of mobile phone subscribers especially in the developing world is due to the varieties of the mobile services offered by the service providers at a lower cost so the dependency of the mobile phone users have also increased. According to the latest statistics, Brunei is reported as the country with highest percent of mobile phone penetration of 115% with no of subscribers (449, 260) ile%21).With the broader users' base the use of the mobile phones has also been spread to the academic institutions. Mobile technology offers a new venue of learning for people of all ages, from anywhere and at lllanytime with tremendous benefits of flexibility, low cost, eases of use, learning support and reliable learning situations. A. Mobile-Learning in Higher EducationMobile devices are found to be much more affordable than desktop computers and therefore represent a less expensive access to the Internet (even if the cost of connection is higher) [2]. The advent of tablets (ipads) can now access mobile internet with much more functionality than desk top computers. Increasing use of mobile devices in education enhanced by having advances in mobile technology was studied [3] and [4]. Ref.[5] reported of a research that stated nine different activities students perform in higher ed...

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Section: Discussionsupporting

confidence: 46%

supporting

confidence: 46%

Section: A Mobile-learning In Higher Educationmentioning

confidence: 99%

Section: A Technology Acceptance Model (Tam) and M-learningmentioning

confidence: 99%

mentioning

confidence: 99%

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