Predicting mobile learning acceptance: An integrated model and empirical study based on higher education students' perceptions

Alowayr, Ali; Al-Azawei, Ahmed

doi:10.14742/ajet.6154

Cited by 34 publications

(34 citation statements)

References 33 publications

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“…This means that when learners want to adopt an educational technology, they should feel that it will help enhance their learning performance and outcomes. This result is in agreement with the original hypothesis of UTAUT and previous research (Alowayr and Al-azawei, 2021;Al-Azawei et al, 2017;Almaiah et al, 2016 andAhmed Al-Azawei et al, 2019). Accordingly, learners need to feel that the learning contents provided on the mobile device are sufficient and complete to perceive its usefulness.…”

Section: Discussionsupporting

confidence: 93%

Determinants of mobile learning adoption: extending the unified theory of acceptance and use of technology (UTAUT)

Alowayr

2021

IJILT

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PurposeAlthough several different learning technologies have been integrated into the face-to-face (F2F) learning approach, the effective implementation of mobile learning (m-learning) is still at an early stage. This may be due to the lack of understanding factors that affect learners' acceptance of m-learning.Design/methodology/approachConsidering the unified theory of acceptance and use of technology (UTAUT) as a theoretical background, this research investigates m-learning adoption in Saudi Arabia. The research framework extends the UTAUT by including intrinsic motivation, mobile learning self-efficacy and perceived satisfaction. A total of 200 higher education students voluntarily participated in the research. The application of the partial least square technique indicated that the proposed model can predict m-learning adoption adequately in Saudi Arabia (R2 = 0.73.8).FindingsThe research outcomes are significant for educational institutions and teachers to implement m-learning effectively. Many recommendations can be suggested to help enhance learners' willingness to adopt m-learning technology: Teachers need to design their courses in an interactive way and provide several different activities to ensure that learners obtain real benefits in their learning outcomes. When learners have positive perceptions about the use of this technology in the learning process, such perceptions should be supported by providing beneficial courses.Originality/valueThis research examines the effectiveness of the extended UTAUT to predict m-learning adoption in Saudi Arabia higher education. This could provide a significant contribution to the existing evidence about the validity of the model in different learning cultures and contexts.

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Section: Discussionsupporting

confidence: 93%

Determinants of mobile learning adoption: extending the unified theory of acceptance and use of technology (UTAUT)

Alowayr

2021

IJILT

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“…The results also show that perceived utility and ease of use have a significant impact on the positive behavioral intention to use M-learning. This finding is consistent with those of (Wang et al, 2009;Al-Rahmi et al, 2018b;Alowayr and Al-Azawei, 2021;Ullah et al, 2021).…”

Section: Discussion and Consequencessupporting

confidence: 92%

“…The likelihood that a person will utilize an information system and educational technology is the key dependent variable identified in research conducted since the TAM and is known as the intention to use behavior. According to Alowayr and Al-Azawei (2021) and Ullah et al (2021), it would be more crucial to employ technology when the amount of such activity linked with its use was higher. The TAM was used to include behavioral intention, which is defined as students' intentions to use M-learning.…”

Section: Behavior Intention To Use M-learningmentioning

confidence: 99%

The integrated social cognitive theory with the TAM model: The impact of M-learning in King Saud University art education

Almogren

Aljammaz

2022

Front. Psychol.

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Technology in higher education now includes a substantial amount of mobile learning (M-learning). M-learning also enables students to use the internet and technology for research, teamwork, and idea sharing. Additionally, in order to use M-learning systems, both students and teachers must accept M-learning. However, not enough research has been done in Saudi Arabia to determine how satisfied students are with their real use of mobile learning for educational purposes. As a result, the current study intends to investigate students’ behavioral intentions to utilize mobile learning, their happiness with the technology, as well as their impressions of how they actually use mobile learning systems. Therefore, this study aimed to develop a new model by integrating social cognition theory and the technology acceptance model to better understand the elements that influence the adoption of mobile learning in higher education (TAM). The majority of the information was gathered through a survey, with 412 university students’ randomly assigned questionnaires. The data analysis tools utilized were SPSS and Smart-PLS3.3.3. The studies proposed research model could, according to the study’s findings, account for 52.5% of the variation in how mobile learning systems were actually used. This information is crucial for understanding how social and educational technology factors affect the actual use of mobile learning systems. With only two hypotheses being rejected, this study created a new model that supported 16 of them. The findings indicated a beneficial relationship between 10 social and educational technology elements. The findings also indicated a favorable impact on students’ behavioral intentions to use and student happiness, which favorably impacts the actual use of M-learning in higher education. In order to improve students’ academic performance via mobile learning, social cognitive theory and the TAM model are combined as a consequence of the study’s empirical results. Therefore, we encourage students to collaborate with their colleagues at higher education institutions and use M-learning in their classrooms.

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“…Thus, the research interest in how to develop, adopt and use mobile learning applications has also increased. Several researchers have started to investigate the main factors that promote and enhance the quality of mobile learning applications [43][44][45][46][47]. According to several studies in the information system context, identifying quality factors is a critical step for guaranteeing the successful implementation of any new system [48][49][50][51][52].…”

Section: Literature Review and Research Backgroundmentioning

confidence: 99%

The Role of Quality Measurements in Enhancing the Usability of Mobile Learning Applications during COVID-19

et al. 2022

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Despite numerous studies offering some evidence about the significance of quality measurements in enhancing the success of m-learning applications, there are still limited studies about the role of quality measurements in promoting the usability of mobile learning systems. Therefore, our study explores the role of quality measurements in promoting the usability of m-learning systems during COVID-19. The results revealed that the service quality, information quality and system quality are the most important factors affecting mobile learning usability among learners during COVID-19. Moreover, these findings are valuable for classifying the significance of these quality elements, which provide guidance on assigning quality aspects to improve this mobile learning usage during COVID-19 in higher education institutions.

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Predicting mobile learning acceptance: An integrated model and empirical study based on higher education students' perceptions

Cited by 34 publications

References 33 publications

Determinants of mobile learning adoption: extending the unified theory of acceptance and use of technology (UTAUT)

Determinants of mobile learning adoption: extending the unified theory of acceptance and use of technology (UTAUT)

The integrated social cognitive theory with the TAM model: The impact of M-learning in King Saud University art education

The Role of Quality Measurements in Enhancing the Usability of Mobile Learning Applications during COVID-19

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