Abstract
A growing number of higher education institutions have adopted tools to promote mobile learning. However, studies into the driving factors of its adoption are insufficient. This article identifies the aspects that have an effect on the adoption of mobile learning (m-learning) among university students. The theory of planned behavior (TPB) and technology acceptance model (TAM) have been shown to be valid and powerful models in the research on the adoption of learning technologies. Based on TPB and TAM, we propose a model to explain how perceptions influence m-learning adoption among Colombian university students. To confirm the acceptability of the model, a self-administered questionnaire was applied to 878 undergraduate university students from the Instituto Tecnológico Metropolitano (ITM), a higher education institution in Colombia The results suggest that all of the constructs of TPB and TAM have a moderate impact on the intention to adopt m-learning. Specifically, perceived usefulness and attitude have a significant influence on students’ acceptance of m-learning. These results can stimulate future research and promote an effective diffusion of m-learning in developing countries.
Highlights
IntroductionFor higher education students, there are problems of coverage, relevance, and methodology in the educational process
Education is key to social and economic change
The proposed model of adoption of m-learning by the Instituto Tecnológico Metropolitano (ITM) students was estimated by measuring the degree of association in the hypotheses with Somers’ D statistic
Summary
For higher education students, there are problems of coverage, relevance, and methodology in the educational process This is where new information and communication technologies, as well as the development of applications for mobile devices, have generated extraordinary changes in education, and in society (El-Hussein & Cronje, 2010). M-learning seeks to include the requirements of mobility, accessibility, and interactivity that traditional teaching mechanisms lack. This type of learning has multiple advantages and has evolved rapidly in different places around the world, studies that analyze the driving factors of m-learning adoption are limited (Sarrab, Al Shibli, & Badursha, 2016), especially in emerging economies
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