Abstract
Despite the availability of studies on mobile learning adoption, its theoretical foundations have not yet matured. However, studies on mobile learning adoption in the context of form six student in Malaysia is still very limited. Against this concern, a study was conducted with the aim of investigating factors that could influence the adoption of mobile learning. Based on The Unified Theory of Acceptance and Use of Technology (UTAUT) and two other variables which are Perceived Playfulness and Self-Directed Learning, an empirical structured has been developed to identify predictors of mobile learning. A self-administered questionnaire was adopted and a total of 314 responses were employed for the analysis, using Structural Equation Modelling (SEM). The findings of the analysis revealed that all key constructs (except social influence) affect mobile learning adoption among form six students. Besides that, Self-Directed Learning become the strongest predictor and followed by Effort Expectancy. These findings provide crucial implications for educators and practitioners to take individual characteristic (Self-Directed Learning) into consideration while promoting mobile learning. This study represents one of the few attempts to reveal the extended UTAUT model could be increased explanation power of technology acceptance by the users. Directions for future study are suggested at the end of the paper.
Highlights
Mobile learning acceptance and adoption is gaining traction in popularity around the world due to the increasing and availability of low-cost mobile devices and supporting mobile technology infrastructure (Jalil et al 2015)
Most of the study focussed on intention behaviour to predict the usage of mobile learning, this study focuses on factors that directly influence the actual use behaviour
This result suggests that 48% of the variance in mobile learning adoption can be explained by performance expectancy, effort expectancy, social influence, facilitating conditions, perceived playful and self-directed learning
Summary
Mobile learning acceptance and adoption is gaining traction in popularity around the world due to the increasing and availability of low-cost mobile devices and supporting mobile technology infrastructure (Jalil et al 2015). The pervasive existence of these technologies makes mobile learning ideal for developing countries since there is lack of advanced training technologies (Okai et al 2020). Mobile learning studies focused on developing countries (Okai et al 2017; Kaliisa et al 2017; Lamptey et al 2017) have shown that mobile technology has great potential to expand educational opportunities in the region. Finding of these investigations show that mobile learning has the potential to become a reliable instructional tool in higher education sector and could help attain technology-enhanced teaching and learning benefits hindered by the digital divide. While some studies have considered technology design (Grant et al 2019; Suartama et al 2019), most studies have focused on students’ perception, their ownership of mobile www.msocialsciences.com
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