Predictors of Mobile Learning Acceptance: A Study Based on the Integration of UTAUT and Mobile Learning Acceptance Measures

Abstract

The purpose of this study was to investigate the predictive factors influencing the acceptance of mobile learning among students in Nigerian Colleges of Education, via the integration of the Unified Theory of Acceptance and Use of Technology (UTAUT) Model and Mobile Learning Acceptance Measures (MLAM) to ascertain their contribution to students’ behavioral intention to accept and use mobile learning. The study employed a survey design with a quantitative methodology, utilizing a sample size of 354 participants. The survey instrument, adapted from previous studies, underwent validation for face and content by experts in Educational Technology, as well as pilot testing which proved its reliability with a Cronbach’s Alpha coefficient of 0.970. Result of the regression analysis shows that the four UTAUT Predictors namely, Performance Expectancy (β =.310, p < .05), Effort Expectancy (β =.149, p < .05), Social Influence (β =.200, p < .05), Facilitating Conditions (β =.107, p < .05) significantly affects the criterion variable i.e., Behavioural Intention to accept mobile learning. This study also found that the MLAM variables namely, Flexibility has the most significant effect with (β =.529, p < .05) providing 28% variance (R2=.280) in the dependent variable (Behavioural Intention). This was followed by Suitability with (β =.453, p < .05). While Enjoyment (β =.044, p< .05) and Efficiency (β =.034, p > .05) has no significant effect on Behavioural Intention to accept mobile learning. In contrast to the previous studies enjoyment and efficiency variables were not significant predictors to the regression framework. However, this does not rule out the viability and validity of these variables in mobile learning acceptance studies. Similar studies are therefore needed to confirm their significance. The result of the descriptive analysis also shows that, the mean Behavioural Intention level of male students (Mean=2.98; SD = 0.40) is not significantly higher than that of female students (Mean=3.00; SD = 0.38) and the P= 0.813 > 0.05 which indicates that there is no significant difference between male and female Behavioural Intention towards accepting mobile in this context. These results underscore the critical roles of perceived performance benefits, ease of use expectations, social influences from peers and instructors, and the availability of necessary resources and social support in shaping students’ attitudes towards mobile learning acceptance. In the light of these, the study offers recommendations for theory and practice and indicates the limitations of the study for future research work.