Abstract
For the development effective and successful mobile learning applications, it is important to understand the users' requirements in different stages of usage. In this paper, we developed a new model to study the effect of different factors on mobile learning applications development at the three main stages of usage (static stage, interaction stage and transaction stage). The results of this study showed that each stage of the three stages, static, interaction, and transaction has different requirements in terms of system compatibility, security, information quality, awareness, perceived functional benefit, self-efficacy, perceived image, perceived uncertainty, availability of resources, and perceived trust. In addition, the results demonstrated that the requirements and perceptions of users towards the adoption and use of mobile learning application in the three stages significantly differ. The novelty of this research will be an added value to the body of knowledge and its implications will be vital for researchers and designers who are developing mobile learning applications.
Highlights
Several universities have made a significant transition through utilizing mobile applications to provide their services and conduct learning activities [1]
OF PATH ANALYSIS OF CAUSAL In the final step of the data analysis, this study has applied the structural equation modeling (SEM) analysis to test the causal relationships in the proposed model, to test the effect of 12 constructs as independent variables (PCM, perceived awareness (PA), SE, perceived ability to use (PATU), multilingual option (MLO), perceived information quality (PIQ), perceived functional benefit (PFB), perceived image (PI), availability of resources (AVR), perceived trust (PT), perceived uncertainty (PU), and perceived security (PS)) on mobile learning adoption at static stage (MLA-S), mobile learning adoption at interaction stage (MLA-I) and mobile learning adoption at transaction stage (MLA-T) as dependent variables
The results revealed that unlike previous studies, perceived information quality (PIQ), perceived functional benefit (PFB), perceived trust (PT), and perceived ability to use (PATU) have a significant positive effect on mobile learning adoption at static stage (MLA-S)
Summary
Several universities have made a significant transition through utilizing mobile applications to provide their services and conduct learning activities [1] This transition has created what is known as mobile learning. Mobile learning applications have the ability to open up extra channels for the interaction between students and instructors [2]. These mobile learning applications can support quick access to student information, learning activities and materials anytime, anywhere and anyhow; creating pioneering and new opportunities for innovative learning services management and delivery [3] and [4].
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