Influential factors for mobile learning acceptance among Chinese users

Hao, Shuang; Dennen, Vanessa P.; Mei, Li

doi:10.1007/s11423-016-9465-2

Cited by 129 publications

(107 citation statements)

References 48 publications

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“…The UTAUT has also served as a lens to understand how technology is adopted for technologies such as collaborative tools (Yueh et al 2015), online learning (Lakhal et al 2013;Marchewka et al 2007), and interactive whiteboards (Tosuntaş et al 2015). When exploring behavioral intent to employ technology, variables such as perceived ease of use (Teo 2014), subjective norms (Hao et al 2017), attitudes (Blackwell et al 2013;Teo et al 2016), and facilitation conditions (Wong 2016) have all been found to play a role in how teachers employ technology. Despite the numerous factors of the UTAUT, many studies suggest caution due to the highly contextualized nature of learning technologies integration (ElMasri and Tarhini 2017;Teo 2014;Wong 2016).…”

Section: Technology Acceptance and Integrationmentioning

confidence: 99%

Mobile, but Are We Better? Understanding Teacher’s Perception of a Mobile Technology Integration Using the Unified Theory of Acceptance and Use of Technology (UTAUT) Framework

Testa

Tawfik

2017

J Form Des Learn

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As the popularity of mobile technology rises, there is an increased emphasis to integrate these devices into the classroom. While some research has investigated its effectiveness, further research is needed to understand why teachers adopt these tools to improve teaching. Using the Unified Theory of Acceptance and Use of Technology (UTAUT), this formative assessment used an explanatory mixed-methods approach to identify the barriers and challenge teachers face in adoption. Themes of the qualitative data focused on self-engagement and self-directed learning, classroom management challenges, self efficacy and limited professional development, and lack of clear administrative vision. Implications for practice are also discussed.

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Section: Technology Acceptance and Integrationmentioning

confidence: 99%

Mobile, but Are We Better? Understanding Teacher’s Perception of a Mobile Technology Integration Using the Unified Theory of Acceptance and Use of Technology (UTAUT) Framework

Testa

Tawfik

2017

J Form Des Learn

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“…The first category is related to technological resources, it includes factors such as technological infrastructure, navigation, internet connexion, mobile tools, level of integration, technical support, student-device ratio or hardware. Other names with which this category is identified are: technological factors (Olafsen, 2005;Goyal, Purohit, & Bhagat, 2010;Mahdi, 2017;Sharples 2013;Hao, Dennen, & Mei, 2017); hard factors (Dublin, 2004); non-human factors (Spector, 2013) and technological infrastructures (Tay, Liam & Lim 2013).…”

Section: Taxonomies Of Factors Affecting Mobile Learning Adoptionmentioning

confidence: 99%

“…The Second category encompasses pedagogical factors such as classroom integration, adaptability of the course, assessment, availability of content and software, critical thinking, develop thinking, time management, recognition of informal learning, define target learner groups for m-Learning; teaching preparation, solving problems, design approach, gamification, virtual environments, or customization. Most authors call this category pedagogical factors, pedagogical integration, learning-related or learner's requirement (Graf & Caines, 2004;Olivier, 2005;Goyal, Purohit, & Bhagat, 2010;Cochrane and Bateman, 2010;UNESCO, 2011;Johnson, 2011;Yoo, Han, & Huang, 2012;Mahdi, 2017;Hao, Dennen, & Mei, 2017;Ekberg & Gao, 2017).…”

Section: Taxonomies Of Factors Affecting Mobile Learning Adoptionmentioning

confidence: 99%

“…The fourth category integrates human-related factors, focus on individual behaviours, attitudes and ethics. Often labelled as soft or human factors category (Dublin, 2004;Spector, 2013;Hao, Dennen, & Mei (2017), named this category personal and social factors. Yoo, Han, & Huang (2012), called motivational factors it also includes behaviours and attitudes, teacher's attitudes are decisive in the successful integration of m-learning in teaching.…”

Section: Taxonomies Of Factors Affecting Mobile Learning Adoptionmentioning

confidence: 99%

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What Factors Matter Most for Mobile Learning Adoption?

Moya¹,

Camacho²

2019

Proceedings of the 15th International Conference on Mobile Learning 2019

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This study investigates the interaction among factors affecting the effectiveness and consistency of frameworks for adoption and sustainable use of mobile learning. The research was designed according to a mixed-methods paradigm, including a literature review and a systematic review. A total of 362 factors were identified in the literature review of 75 studies. Twenty-five studies were included in the systematic review. The findings derive a five-discrete-dimension cluster that matter the most in isolation and as an orchestrate scenario: technological resources; digital literacy; pedagogical, behaviour, attitudes and ethics; and leadership. The findings could be useful to any schools which are thinking about introducing or amplifying mobile learning in their curriculum in order to prioritize and manage strategic initiatives.

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“…This technology creates new opportunities to motivate students and discourage them from abandoning their studies throughout the course as well as to improve academic results. It also increases the quality of education, making it easier to access resources and new applications (Hao, Dennen, & Mei, ). These benefits are even more important in distance learning, where mobile learning is becoming an essential element in student‐motivation strategies.…”

Section: Introductionmentioning

confidence: 99%

Expert system for problem solving in distance university education: The successful case of the subject “operations management”

et al. 2019

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Acquiring the skills needed to solve certain types of problems is one of the main challenges of distance university education, demanding extra motivation from students to tackle it. New technology should be one of our great allies in addressing these problems. This article proposes an expert system with a web‐based problem‐solving simulator for a multidevice environment in order to allow students to access an unlimited number of problems with their corresponding solutions, immediately, anytime and anywhere. The types of problems that can be used are those based on quantitative methods with a fixed methodology to be followed. A successful case study was carried out for the subject Operations Management at the Distance University of Madrid (UDIMA), with three different problem simulators having been developed. The results were very satisfactory compared with previous academic years in terms of motivation. A decrease in students that did not sit the final examination was observed, as was an increase in the number of visits to the Moodle classroom. Students also responded positively in their assessments of the initiative.

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Influential factors for mobile learning acceptance among Chinese users

Cited by 129 publications

References 48 publications

Mobile, but Are We Better? Understanding Teacher’s Perception of a Mobile Technology Integration Using the Unified Theory of Acceptance and Use of Technology (UTAUT) Framework

Mobile, but Are We Better? Understanding Teacher’s Perception of a Mobile Technology Integration Using the Unified Theory of Acceptance and Use of Technology (UTAUT) Framework

What Factors Matter Most for Mobile Learning Adoption?

Expert system for problem solving in distance university education: The successful case of the subject “operations management”

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