Abstract
This study explores the impact of device ownership, frequency of use, and technology proficiency on integrating mobile technologies (IMT) in learning by students in higher education institutions (HEIs) in Ghana. The objective is to understand how these factors are influenced by demographic variables such as age, gender, and program of study. Using Partial Least Squares Structural Equation Modeling (PLS-SEM), data were collected from 457 students selected with a disproportionate stratified sampling technique across multiple HEIs offering STEM programs to analyse these relationships. The results demonstrated that technology proficiency significantly enhances the integration of mobile technologies into learning. It was noted that device ownership alone was insufficient to improve technology proficiency; frequent and effective usage was more essential. Additionally, gender and program of study moderated the effects of device ownership and frequency of use on technology proficiency. These findings highlight the importance of promoting effective usage patterns and advancing technology proficiency to integrate mobile technologies in educational settings better. It is recommended that HEIs focus on providing training programs to staff to integrate more learning activities that promote frequent use of mobile technologies in academic activities to enhance students' technology proficiency.
Published Version
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