Abstract
Advanced mobile devices and global internet services have enhanced the usage of smartphones in the education sector and their potential for fulfilling teaching and learning objectives. The current study is an attempt to assess the factors affecting mobile learning acceptance by Saudi university students. A theoretical model of mobile learning acceptance was developed based on the technology acceptance model (TAM) and the unified theory of acceptance and use of technology (UTAUT) model. Theoretically, five independent constructs were identified as most contributory towards the use of mobile learning and tested empirically. Data were collected through an online survey and analyzed using SmartPLS. The results of the study indicate that four constructs were significantly associated with mobile learning acceptance: perceived usefulness (β = 0.085, t = 2.201, and p = 0.028), perceived ease of use (β = 0.031, t = 1.688, and p = 0.013), attitude (β = 0.100, t = 3.771, and p = 0.037), and facilitating conditions (β = 0.765, t = 4.319, and p = 0.001). On the other hand, social influence was insignificant (β = −0.061, t = 0.136, and p = 0.256) for mobile learning acceptance. The contribution of social influence towards the use of mobile learning was negative and insignificant; hence, it was neglected. Thus, finally, four constructs (perceived usefulness, perceived ease of use, attitude, and facilitating conditions) were considered as important determinants of mobile learning acceptance by university students.
Highlights
In the past two decades, researchers have initiated an exploration of online education and its revolutionary potential, which is backed by expanding digital-technology-based online learning using the Internet [1,2]
The study was exploratory in nature by screening the 18 previously used items to assess mobile learning acceptance and by extracting five independent constructs to determine the acceptance of mobile learning by using the nominal group technique approach
A theoretical model for mobile learning was developed with the help of a systematic literature review and tested empirically
Summary
In the past two decades, researchers have initiated an exploration of online education and its revolutionary potential, which is backed by expanding digital-technology-based online learning using the Internet [1,2]. New technology-enabled smartphones are helping students and instructors to access mobile learning management systems (mLMS), which have fueled the massive growth of online educational initiatives and enabled new capabilities in teaching and learning applications [1]. Universities are enforcing more technology-based advanced syllabuses with advanced software to enhance the quality of materials delivered to students and to try to combat global competition by gaining a technical advantage. This has motivated us to investigate the technological developments in studying and the future scope and acceptance of mobile learning, for big universities [5]. 94% of universities have incorporated some form of M-Learning into their teaching–learning system [5,7]
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