Abstract
It is apparent that m-learning will continuously have a massive role in terms of development in teaching and learning methods for education. Student's intention to use this technology is the main factor that eventually leads to a success in implementing m-learning. The objectives of this particular research are to come up with the development and examination towards a research model to uncover the factors that have important effects on the intention to use mobile learning for basic education in Egypt. A research model was developed through extending the unified theory of acceptance and use of technology (UTAUT) by incorporating two additional factors namely; learners' autonomy (LA) and content quality design (CQD). A quantitative approach based on cross-sectional survey was used to collect data from 386 respondents.. The methodology used in this study was a Partial Least Squares (PLS) that was expected to test the model empirically. The results showcased that learners' autonomy (LA), performance expectancy (PE), facilitating conditions (FC), and social influence (SI) are significant in relation to behavioural intention (BI) to use m-learning while effort expectancy (EE) did not show the impact on intention to use mobile learning. The research also found that content quality design (CQD) affects significantly on performance expectancy (PE) and effort expectancy (EE). The possible development in future research and the limitations of the findings are also discussed later in this paper.
Highlights
With the continued development in the field of mobile technology, a new paradigm in education has been appeared called mobile learning or m-learning
The results showcased that performance expectancy and selfmanagement of learning are strongly related to behavioural intention to use m-learning while effort expectancy, social influence, and perceived playfulness do not necessarily indicate a significant relationship with Intention to use mlearning
This study identified that performance expectancy (PE), effort expectancy (EE), social influence (SI), studentcentric learning and hedonic motivation are the determinants of behavioural intention and use of mobile learning using WhatsApp
Summary
With the continued development in the field of mobile technology, a new paradigm in education has been appeared called mobile learning or m-learning. According to Hwang and Tsai (2011), m-learning is described as using mobile technologies to facilitate learning. M-learning can be viewed as any form of learning that takes place when mediated through a mobile device (Winters, 2007). Technology is not necessarily the most important factor that affects m-learning; according to Freitas and Schlemmer (2013), the perception of mobility is the most crucial factor. One of the most popular forms of m-learning in education is the usage of the applications (apps) of m-learning. The utilization of apps will provide accessibility to learning resources, interesting activities (that include interactive educational games and quizzes), and it allows sharing among learners when it comes to educational information
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