Factors Affecting Mobile Learning Acceptance in Higher Education: An Empirical Study

Nahil Abdallah,Odeh Abdallah,Om Bohra

doi:10.14569/ijacsa.2021.0120482

Abstract

The use of mobile tools to support learning and teaching activities has become a significant part of the informal learning process. Mobile learning (M-learning) is used to considerably develop the forms of learning activities made by learners, and support the learning process. The effective application of M-learning in higher educational institutions, however, is based on the learners’ adoption. It is therefore essential to define and investigate the factors affecting the desire of learners to use and adopt M-learning. Thus, this research investigates the factors affecting students’ intention to adopt M-learning in institutions of higher education. To achieve the objectives of this research, a model is proposed based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model and the Technology Acceptance Model (TAM). The instrument is developed using validated items from previous studies and shreds of literature. Data for this quantitative study are collected from undergraduate and postgraduate students. A Structural Equation Model (SEM) is used to analyze the data collected from 218 participants using a survey questionnaire. The findings show that students’ intention to adopt M-learning is shaped by various variables consisting of personnel innovativeness, self-management, facilitating conditions, social influence, relative advantage, and effort expectancy. The research results also present several practical contributions and implications for M-learning adoption in terms of research and practice. Investigation of the required determinants may contribute to gain learners’ adoption and is important to enhance the learning experience of students and help them improve their knowledge and academic achievement. The contribution of this paper lies in defining the factors influencing the acceptance and use of M-learning systems by students of higher education in Palestine. Hopefully, the results of the study are valuable for policy-makers in designing comprehensive M-learning systems.

Highlights

Advances in information and communication technology have hugely impacted our daily lives over the previous decades
These empirical results indicate that students are compelled to embrace and follow M-learning because of pre-existing beliefs based on a perceived relative advantage after considering its utility
Based on the UTAUT and Technology Acceptance Model (TAM) models, this research suggests a model exploring the variables that influence the intention of university students to adopt M-learning in developing countries such as Palestine

Summary

Introduction

Advances in information and communication technology have hugely impacted our daily lives over the previous decades These developments have recently been recognized as a potential for economic and social developments and competitiveness enhancements. It is regarded as the most significant probable force in the twenty-first century to develop education. These developments have profoundly affected the techniques of learning and teaching and the governance of the instructional system [1]. The extensive accessibility and comparatively low prices of phone devices have strongly opened up new possibilities for leveraging the power and universality of mobile technologies to improve learning and expand instructional possibilities [5]. M-learning improves the flexibility of learning by adjusting learning to be more personalized [8] and helps to access the necessary subject materials in the class regardless of the limitation of time and place [9]

Objectives

Methods

Results

Discussion

Conclusion