Users’ Behavioral Intention Toward M-Learning in Tourism English Education: A Case Study of Macao

Abstract

Mobile learning (M-learning) is characterized as a powerful tool of education and learning to facilitate one’s learning experiences. Since the flexibility of mobile learning is beneficial to both teachers and learners, it has been widely used in English education. As a tourist destination, tourism English teaching and learning is particularly important in Macao. The study attempts to apply the Technology Acceptance Model (TAM) to explain users’ behavioral intention toward M-learning in tourism English education, by extending with two constructs, perceived enjoyment and personal innovativeness. The moderator role of personal innovativeness on the intention to adopt M-learning in tourism English education is also investigated. The online questionnaire is utilized for collecting data across diverse groups of students from different universities in Macao. 252 valid data are analyzed by using partial least square (PLS). The result indicates that perceived usefulness, perceived ease of use, perceived enjoyment, and personal innovativeness significantly affect students’ behavioral intention toward M-learning in their tourism English education. However, the moderating effects of personal innovativeness are not supported. The study extends previous research on M-learning adoption, and offers insights into the theoretical and practical development of M-learning in tourism English education in Macao.