Factors That Influence Mobile Learning among University Students in Romania

Abstract

During the pandemic years, universities worldwide adopted online teaching on a large scale. Besides desktop systems or laptops, many students also use smartphones for online learning. In our paper, we propose a hybrid theoretical model to analyze the continuance intention to use mobile learning in higher education. The scientific demarche is carried out from different perspectives opened by the models and theories integrated in a unitary approach. In addition to the main constructs taken from the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT), the research model was enriched with new capabilities by considering the Motivational Model (MM), Flow Theory (FT) and the Social Cognitive Theory (SCT). The research model was applied to the Romanian higher education environment and proved that perceived usefulness (PU), habit (HB), perceived skill (PS), and self-efficacy (SE) directly influence the continuance intention to use (CU) smartphones in higher education. Further, performance expectancy (PFE), intrinsic motivation (IM), perceived ease of use (PEOU), and perceived enjoyment (PE) indirectly influence the continuance intention to use (CU). We presented our results according to top studies on the critical challenges and factors influencing smart mobile learning success usage during the COVID-19 pandemic. Thus, we found that Romanian universities provide excellent IT infrastructure and top management support and that creating habits of using m-learning in the context of university classes will strengthen the university culture. The conclusions of the undertaken research represent a starting point in the diversification and flexibility of educational processes in Romanian universities.

Blended Learning in a Higher Education Context: Exploring University Students’ Learning Behavior

“…Autonomous learners act independently, show responsibility, understand the purpose of their learning, set realistic goals, and monitor their learning process [41]. Student mobile learning technology practices can be implemented within the context of blended-mode university classes; these have the potential to foster student autonomy and strengthen university digitalization [42] and culture [43]. Taking into account the move for many universities worldwide to continue implementing modes of blended and online learning, there is a need to stimulate student interest and motivation; in this direction, lifelong learning may also be facilitated.…”

Perceptions of Self-Learners of English Toward Mobile Language Learning

“…As mentioned earlier in this paper, previous research on the use of technological innovations in EFL learning has sought to enhance the TAM by integrating elements from various models (e.g., Abdullah & Ward, 2016;Hsu & Lin, 2022;Peng at al., 2023;Voicu & Muntean, 2023;Wu & Chen, 2017;Yoon & Kim, 2007). However, to my knowledge, this study represents the first incorporation of the TAM and CLT constructs, making direct comparisons with prior research unfeasible.…”

“…The TAM was proposed by Davis (1985) and adapted by subsequent works of Davis (1996, 2000) to assess the success of technology implementation and to examine the factors that impact its adoption. A number of researchers have also proposed the integration of different models to enrich the TAM (e.g., Abdullah & Ward, 2016;Hsu & Lin, 2022;Peng et al, 2023;Voicu & Muntean, 2023;Wu & Chen, 2017;Yoon & Kim, 2007). A close examination of previous research on m-learning reveals that this mode of learning generally aligns with the main constructivist concepts by facilitating learner-centeredness, offering opportunities for active engagement and knowledge construction, and creating authentic language contexts (see Viberg & Gronlund, 2013;Qiu, 2019;Zou & Yan, 2014).…”

Sustainable Learning Environment Amidst the Pandemic: An Adoption of Mobile Learning Readiness Among Undergraduate Students in Malaysia's Higher Institutions

“…However, COVID-19 has prompted system adjustments at educational institutions, which raises concerns regarding the quality of education and the prospects of students. During the pandemic, colleges worldwide adopted online education dramatically, and many students study online using cell phones, desktop computers, or laptops (Voicu & Muntean, 2023). At the same time, Usak et al (2020) and Naciri et al (2020) discovered that the urgent scenario prompted a number of concerns, including students' futures and a reduction in educational quality.…”