Assessing the Effectiveness of Smartphone Usage to Interact with Learning Materials in Independent Learning Outside of Classrooms among Undergraduate Students

Abstract

Clearly, the smartphone is increasingly playing a greater role in everyday life, thus providing opportunities to evaluate how well the use of the smartphone meets the requirements of undergraduate students in independent learning outside of a classroom setting. This study used the task-technology fit (TTF) model to explore the effectiveness of smartphone usage to interact with learning materials in independent learning outside of classrooms, the need for smartphone support, and the fit of devices to tasks as well as performance. First, the study used interviews, observation, and survey data to identify what are the most important constructs of smartphones that stimulate students to interact with learning materials in independent learning outside of classrooms. Based on the findings from the exploratory study and Task Technology Fit theory, we postulated the Navigation design, Ergonomic design, Content support, and Capacity as the essential dimension of the smartphone construct. Then, we proposed a research model and empirically tested hypotheses with the structural model analysis. The results reveal a significant positive impact of task and technology on TTF for smartphone usage to interact with learning materials in independent learning outside of classrooms; it also confirmed the TTF and performance have a direct effect on actual use.