Abstract
The purpose of this study is to examine the effects of quality features on students’ beliefs towards acceptance of mobile learning based on extending technology acceptance model (TAM) and the updated DeLone and McLean information system success model (DL&ML). This study gathered sample data from five public universities in Jordan. A total of 400 questionnaires were randomly distributed, and 392 usable questionnaires were analyzed, with a usable response rate of 81.6 %. The research results revealed that learning content quality, content design quality, interactivity, functionality, user-interface design, accessibility, personalization, and responsiveness, as the primary antecedents of mobile learning acceptance which had positive effects on students’ perception with regard to their beliefs (i.e., perceived usefulness and perceived ease of use) and this situation can lead to enhance students’ behavioral intention to use of mobile learning application.
Published Version
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