Abstract
The purpose of this study is to investigate factors that have potential to influence the adoption of mobile learning using WhatsApp a mobile instant messaging (MIM) application. The study was conducted at a University of Technology in South Africa. Student-centric learning and hedonic motivation were incorporated with the Unified Theory of Acceptance and Use of Technology (UTAUT). Marital status was employed as the moderating condition for the five theoretical constructs that influenced behavioral intention to use WhatsApp for academic purposes. A questionnaire, based on a five point likert scale was administered to 196 participants and an 81% response rate was attained. Overall, the results indicated that performance expectancy, effort expectancy, social influence, student-centric learning and hedonic motivation have positive association with behavioral intention to use mobile learning. However, facilitating condition was not considered in this study, as well as moderating conditions from the original UTAUT. The study provides valuable insight on how marital status moderate factors that influence mobile learning adoption.
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