Abstract
Over the recent years, emerging technological applications have been used for making student learning more effective and interactive. M-Learning has been one such technological initiative which has shown promising benefits in the higher education context. Even though the importance of mobile learning has been researched by many, the factors influencing mobile learning adoption intention has not been addressed sufficiently, particularly in the Sri Lankan context. Hence, the purpose of this paper was to present a conceptual model to examine the factors influencing the intention to adopt mobile learning by the students engaged in higher education. Based on a comprehensive literature review, this study extended the Technology Acceptance Model (TAM) (Davis, 1989) with mobile self-efficacy, intrinsic motivation to use mobile devices and the system quality of the m-Learning system. The model describes how the aforementioned factors influence the higher education students’ intention to adopt m-Learning via survey data collected from 151 postgraduate students. The findings suggest that the model explained the factors influencing the intention to adopt m-Learning among students in higher education. In detail, the mobile self -efficacy, system quality and intrinsic motivation significantly influenced the intention to adopt m-Learning. The results could be utilized for increasing the adoption of m-Learning practices and developing mobile applications useful for teaching and learning purposes. This study has incorporated three independent constructs in extending the TAM model; namely, system quality, mobile self-efficacy and intrinsic motivation. These were derived from the IS Success theory, Self-efficacy theory and Self-determination theory respectively. Accordingly, this study intends to address the theoretical gap in the higher education context pertaining to the adoption of mobile learning. Since Mobile Self-Efficacy and System Quality were the most significant factors that affect the perceived ease of use and perceived usefulness, these factors should be given prominence when developing mobile enabled Learning Management Systems within institutions.
Highlights
Recent trend in higher education indicates a tendency to seek and assimilate new tools into the educational process for enabling student learning (Lillejord Borte, Nesje & Ruud, 2018)
Item reliability refers to the extent to which the value of the estimate of the underlying construct provided by the measure is reflected by the item value (Gefen et al, 2000)
The structural model needs to be tested following the validation of the measurement model, to verify the explanatory power of the model and to test the cause – effect relationships established between the constructs
Summary
Recent trend in higher education indicates a tendency to seek and assimilate new tools into the educational process for enabling student learning (Lillejord Borte, Nesje & Ruud, 2018). Mobile learning or m-Learning is one such technological initiative that has transformed the learning process in higher education (Klimova & Poulova, 2016). M-Learning is defined as, “Any sort of learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies” (O‟Malley et al, 2005, p.7). The increased tendency to adopt mobile learning by higher education institutions will continue expanding their boundaries with the diffusion of numerous mobile technologies and devices. Previous studies on m-Learning have identified five educational benefits of m-Learning: (a) portability, (b) interactivity, (c) context sensitivity, (d) http://ibr.ccsenet.org
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