Auto Mechanic Students’ Perceptions and Readiness toward Mobile Learning in Thailand

Ekkalak Issaramanoros,Pakawan Pugsee,Jintavee Khlaisang

doi:10.3991/ijim.v12i5.8906

Abstract

Access to quality education is now a huge challenge in Thailand with ever-increasing inequality between rural and urban populations. Existing teaching and learning facilities are no longer adequate. Mobile learning has been suggested as a sustainable and appropriate delivery mechanism to reduce this rural/urban education gap. Students are supplied with their own mobile device at no cost to learners or their families. Opportunities offered through mobile learning to auto mechanic education in Thailand were explored. Data from 384 auto mechanic students were collected and descriptive and multiple regression analyses were performed based on the unified theory of acceptance and use of technology 2 (UTAUT2) model. Results showed that performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation and personal innovativeness were positively related to behavioral intention to use mobile learning. Furthermore, effort expectancy, hedonic motivation and personal innovativeness were the most significant predictors of behavioral intention to use mobile learning. Auto mechanic students in Thailand had positive perceptions toward mobile learning and the effect of students’ effort expectancy provided a better explanation for the adoption of mobile learning in auto mechanic education.

Highlights

The automotive industry in Thailand has for several decades been a priority sector both supported and encouraged by the government
Results showed that 52.9% of respondents used their mobile device for learning at their home, while 44% used mobile learning at their school and 3.1% used their mobile devices during travel (Table 2)
This implies that the level of student readiness in Thai vocational colleges toward mobile learning increases moderately the more they perceive that mobile learning is useful to them

Summary

Introduction

The automotive industry in Thailand has for several decades been a priority sector both supported and encouraged by the government. Sufficient vocational training courses are provided by training schools in the greater Bangkok area, there is limited access to vocational education in rural areas, and for disadvantaged groups. This continues to be a major issue throughout the country [3]. The education system urgently requires the introduction of user-friendly training which can be delivered at a convenient time for students through appropriate modes of learning This may take the form of mobile training, distance learning, strengthening training by master craftsmen and such other innovative modes of training delivery [4]. Using the readily available technology of e-communication, mobile learning can become more focused with increased and enhanced flexibility of access and learning opportunity [5]

Methods

Results

Discussion

Conclusion