Abstract
<p><span style="font-family: 'Times New Roman',serif; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: DE; mso-bidi-language: AR-SA;" lang="EN-US"><span style="color: #4f81bd; font-family: 'Times New Roman',serif; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: DE; mso-bidi-language: AR-SA; mso-themecolor: accent1;" lang="EN-US"><span style="color: black; font-family: 'Times New Roman',serif; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: DE; mso-bidi-language: AR-SA; mso-themecolor: text1;" lang="EN-US">This study empirically analyzed a survey conducted on South Korean undergraduate students to determine the factors that influence their decision to adopt mobile learning. The consumer typology approach was applied</span><span style="color: black; font-family: 'Times New Roman',serif; font-size: 10pt; mso-fareast-font-family: '맑은 고딕'; mso-ansi-language: EN-US; mso-fareast-language: KO; mso-bidi-language: AR-SA; mso-themecolor: text1;" lang="EN-US"> based on</span><span style="color: black; font-family: 'Times New Roman',serif; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: DE; mso-bidi-language: AR-SA; mso-themecolor: text1;" lang="EN-US"> their mobile technology readiness, and identified three distinct consumer groups: critical adopters, pro-technology, and ambivalent. Critical adopters were the largest of the three groups, indicating that a significant portion of university students in South Korea might be critical adopters of mobile learning. Compatibility and observability positively influenced the intention to use mobile learning in all consumer groups. In the critical adopter and ambivalent groups, mobile learning resistance had the greatest effect on the intention to use mobile learning, while in the pro-technology group mobile learning self-efficacy had the greatest effect on this intention. Results identified significant differences across consumer groups in the antecedents and consequences of the intention to use mobile learning.</span></span></span></p>
Highlights
Widespread ownership of mobile devices and the increasing availability of wireless services have changed the landscape of higher education [1]
There is relatively little practical interest in or utilization of mobile learning because, currently, the primary purpose of a mobile device is not instructional [3]; rather, people use mobile devices for communication and other, primarily hedonic purposes, such as listening to music, surfing the internet, or playing games [4], [5]. Mobile devices such as smartphones typically have the disadvantages of featuring small screens, difficult text input, and limited storage, all of which contributes to individuals refusing or delaying the adoption of such devices as learning tools in a learning environment [6]
The questionnaire comprised 12 questions related to optimism, innovation, discomfort, and insecurity; one of the items used to measure discomfort was eliminated because its standardized factor loadings were not statistically significant, so 11 items were used in the final analysis
Summary
Widespread ownership of mobile devices and the increasing availability of wireless services have changed the landscape of higher education [1]. There is relatively little practical interest in or utilization of mobile learning because, currently, the primary purpose of a mobile device is not instructional [3]; rather, people use mobile devices for communication and other, primarily hedonic purposes, such as listening to music, surfing the internet, or playing games [4], [5] Mobile devices such as smartphones typically have the disadvantages of featuring small screens, difficult text input, and limited storage, all of which contributes to individuals refusing or delaying the adoption of such devices as learning tools in a learning environment [6]. While these studies provide valuable baseline data for examining the acceptance of or satisfaction with mobile learning, they provide only limited clues as to why the acceptance of mobile learning is refused or delayed [7], [8]
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