Abstract
A substantial number of learning organizations have embraced the tools to boost mobile learning. But, research into the determinants of its acceptance is in its infancy phase. This study empirically explored the validity of the integrated model of the theory of planned behavior and technology acceptance model in explaining the determinants that drive university students’ intentions to use mobile learning technology. To test the research model, data were gathered from 487 university students using questionnaire. The data was analyzed using the structural equation modeling technique. The results revealed that attitude significantly affects behavioral intention. Also, the result revealed that perceived usefulness, perceived ease of use, self-efficacy, and subjective norm positively affect attitude. Also, the attitude had the greatest effect on technology usage intention while self-efficacy had the smallest effect on technology usage intention. This study added to the latest discussions on utilizing research models to clarify university students’ intention of the use of technology in academic environments in developing countries.
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