Towards an understanding of the factors affecting m-learning acceptance: Roles of technological characteristics and compatibility

Abstract

To date, prior studies have placed considerably less emphasis on the determinants of learners' acceptance of mobile learning (m-learning). Hence, this study's purpose was to combine the extended technology acceptance model (TAM) with the innovation diffusion theory (IDT) to examine whether technological characteristics (including navigation and convenience) and compatibility as the antecedents to learners' beliefs affected their intention to use m-learning. Sample data for this study were collected from Taiwanese mobile phone users; a total of 750 questionnaires were distributed, and 486 usable questionnaires were analyzed in this study, with a usable response rate of 64.80%. Collected data were analyzed using structural equation modeling. This study showed that technological characteristics (including navigation and convenience) and compatibility had significant effects on perceived usefulness (PU), perceived ease of use (PEOU), and perceived enjoyment (PE) of m-learning; besides, PU, PEOU, PE, and compatibility, respectively, exhibited significantly strong impacts on intention to use m-learning, and PEOU indirectly affected intention to use m-learning via PU and PE. The results of this study show that learners can judge m-learning by how well it meets their perceived compatibility of m-learning, and they will regard m-learning as a useful, easy to use, and enjoyable tool if they can explore it themselves through the content and interface screens over the mobile-based learning environments at any time in any location, and these situations will further facilitate their intention to use m-learning. In conclusion, the views of the extended TAM with the IDT provide clear expositions of learners' beliefs, which affect their intention to use m-learning.