Abstract
This study presents an extended technology acceptance model to explore the factors that affect intention to mobile learning (M-learning). This study aims to explore the utilisation of mobile phones in the educational environment and investigate students' expectations and intentions towards M-learning in Jordan. The proposed model was empirically tested using data collected from a survey containing 21 questions. Out of the 380 questionnaires that were distributed randomly, 361 were returned (95%). The partial least squares structural equation analysis was used to evaluate the causal model. The researcher finds that all variables significantly affected users' behavioural intention except trust. Among them, the perceived ease of use had the most significant influence. This study gives quantified indicators about M-learning and a model that might help in understanding the M-learning environment in Jordan.
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