Abstract
The purpose of this study is to identify the factors that can impact the adoption of mobile apps for teaching-learning process focusing on the girls’ school in rural India. The hypotheses were proposed and a conceptual model has been developed. There is a survey work conducted to collect the data from different respondents using a convenience sampling method. The model has been validated statistically through PLS-SEM analysis covering feedbacks of 271 effective respondents. The study highlights the impact of different antecedents of the behavioural intention of the students of using mobile applications for teaching-learning process. The results also show that among other issues, price value has insignificant influence on the intention of the girl students of the rural India. During survey feedbacks have been obtained from the 271 respondents, which is meagre compared to vastness of the population and school of rural India. Only few predictors have been considered leaving possibilities of inclusion of other boundary conditions to enhance the explanative power more than that has been achieved in the proposed model with the explanative power of 81%. The model has provided laudable inputs to the educational policy makers and technology enablers and administrators to understand the impact of the mobile applications on the rural girls’ school of India and facilitate the development of m-learning. Very few studies been conducted to explore the impact of mobile applications on the school education of rural India especially focusing on the girls’ schools.
Highlights
During last two decades there has been a considerable spurt in the educational field in India (Donnelly and Evans 2019)
When girl students of school level in rural India would use mobile technology, it will improve the standard of education in their house
In this study we have provided a comprehensive model for technology acceptance of mobile applications for learning/teaching
Summary
During last two decades there has been a considerable spurt in the educational field in India (Donnelly and Evans 2019). Some experts opine that this is due to the intervention of private sectors in the school education management. They only, for their financial gain, have presented a show-off as opined by others (Kremer et al 2013). For ensuring development in teaching learning process in the ambience of school education, it needs a paradigm shift (Menon et al 2014). The technology embedded education is required as an alternative solution (Mclaren et al 2014). In this context, there is possibility of the development of school education standard if the help of smartphones is taken, because this digital technology has become familiar to all (Papadakis et al 2017). Young children feel easy to interact with touch screen as like as they feel comfortable to play with the toys (Sharkins et al 2015)
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