Behavioral Intention to Use Mobile Learning: Evaluating the Role of Self-Efficacy, Subjective Norm, and WhatsApp Use Habit

Jeya Amantha Kumar,Sharifah Osman,Nagaletchimee Annamalai,Brandford Bervell

doi:10.1109/access.2020.3037925

Jeya Amantha Kumar, Sharifah Osman + Show 2 more

Open Access

https://doi.org/10.1109/access.2020.3037925

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Abstract

This study empirically investigates factors predicting students' behavioral intentions towards the continuous use of mobile learning. Two baseline models namely the Technology Acceptance Model (TAM) and Theory of Planned Behavior (TPB) with the addition of habit as an exogenous construct were used for this purpose. The data were collected from 171 engineering undergraduates and analyzed based on structural equation modeling. The results suggest (1) Behavioral intention was positively and significantly influenced by mobile learning self-efficacy, attitude, and perceived usefulness; (2) Attitude was positively and significantly influenced by subjective norm, perceived usefulness, and mobile learning self-efficacy; (3) Mobile learning self-efficacy was only influenced by perceived ease of use and (4) Habit of using WhatsApp did not influence perceived usefulness nor perceived ease of use but had a positive and significant relationship with mobile learning self-efficacy. Nonlinear relationships were also observed between (1) Behavioral intention with perceived ease of use, perceived usefulness, and subjective norm (2) Habit with perceived usefulness and mobile learning self-efficacy. The nonlinear findings indicate that the relationships between these constructs, which were previously reported as linear, are prone to saturation and warrants further investigation. Our findings also stipulate a practical reference for higher educational institutions targeting to practice mobile learning for engineering undergraduates.

Highlights

The exponential growth of information and communication technology (ICT) and its indispensable role in our lives have transformed how we view learning today
The study applied a hybrid model of Technology Acceptance Model (TAM), Theory of Planned Behavior (TPB), and habit to explore behavioral intention to use mobile learning, using partial least square (PLS) modeling approach on engineering undergraduates
The results indicated that 58.8% of behavioral intention to use mobile learning could be understood based on ATT, perceived usefulness (PU), and mobile learning self-efficacy (MSE)

Summary

Introduction

The exponential growth of information and communication technology (ICT) and its indispensable role in our lives have transformed how we view learning today. Emerging fifth industrial revolution (5IR) after the rapid diffusion of the fourth industrial revolution (4IR) is changing how we communicate and interact This phenomenon is further moderated with the use of smart devices and social media [1] by which smartphones have emerged as one of the most dominant ICT tools in transforming the education sector [2] followed by notebooks and other handheld devices [3]. That the number of smartphone users worldwide will reach 3.8 billion by 2021 [4], placing it as an essential device to be considered for education These mobile devices, referred to likewise as mobile technologies, are portable internetenabled computing devices that have been deemed as most innovative [5] and vital in higher education [3], [6].

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