Factors Influencing Actual Use of Mobile Learning Connected with E-Learning

Abstract

The purpose of the current study is to propose discriminated management strategies for mobile learning environments after observing the effects of mobile self-efficacy on performance expectancy and effort expectancy, the social influence on intention of use, and the effects of facilitating conditions and intention of use on learners' actual use of mobile learning by adding mobile self-efficacy to the UTAUT model proposed by Venkatesh et al. (2003). We established hypotheses to determine whether mobile self-efficacy, performance expectancy, effort expectancy, social influence, and facilitating conditions affect intention of use and whether intention of use affects actual use. Results showed that when mobile self-efficacy and performance expectancy is higher, so is the intention of using mobile learning services. It was confirmed that the factors had significant indirect effects on the actual use by mediating the intention of use and that the intention of use directly affected actual use. However, the current research reported that effort expectancy, social influence, and facilitation conditions did not have significant effects on the intention of using mobile learning services. These results will contribute substantially to the design of effective mobile learning environments.