Acceptance Of Mobile Learning Research Articles

Understanding mobile learning acceptance among university students with special needs: An exploration through the lens of self‐determination theory

AbstractBackgroundDespite the significant emphasis on self‐determination in special education and the crucial role of mobile learning, there is a notable absence of path modelling studies that explore the effect of self‐determination on the usage of mobile learning by students with special needs.ObjectivesThis study sought to investigate the intentions of mobile learning usage among students with special needs by proposing a model rooted in the technology acceptance model, complemented by extraneous constructs from self‐determination theory (competence, autonomy and relatedness).MethodsThe data of the study was obtained online from 1298 special needs university students with eight different types of disabilities. Data were analysed with descriptive statistics, confirmatory factor analysis, structural equation modelling and bootstrapping.Results and ConclusionsThe proposed model explained 78.4% of ease of use, 85.2% of usefulness, and 76.5% of intention. 11 of the 12 hypotheses tested within the scope of the model were supported. All hypotheses examining the impacts of self‐determination theory constructs on ease of use, usefulness, and intention were validated (8 hypotheses), with the exception of the autonomy → intention relationship. Substantial empirical evidence has been acquired to support the role of the self‐determination theory in exploring the intention toward mobile learning among university students with special needs. Concurrently, a robust theoretical framework has been introduced to the field of special education to elucidate the acceptance and utilization of technology by university students with special needs.

Embracing Mobile Learning: Exploring the Acceptance Among Undergraduates in Sri Lankan Universities

This research explores the emerging trend of mobile learning in the higher education sector, with a focus on identifying key factors influencing its adoption in Sri Lanka. In this study, a quantitative approach was employed, encompassing a participant pool of 323 undergraduates drawn from Sri Lankan national universities. The study scrutinizes the factors that influence the acceptance of mobile learning by investigating performance expectancy, effort expectancy, social influence, facilitating conditions, perceived playfulness, and self-management of learning employing mainly correlation and multiple regression data analysis techniques. A notable revelation emerges as the research highlights "self-management of learning" as the most influential factor, surpassing the conventional assumption regarding the significance of "performance expectancy," which surprisingly exhibits no direct impact on mobile learning acceptance. The model effectively explains an impressive almost sixty-eight percent of the variance in undergraduates' acceptance of mobile learning. Beyond the academic context, the insights that emerged from this study hold the potential to revolutionize educational practices in Sri Lanka, offering valuable guidance to educators, policymakers, and educational technology developers striving to seamlessly integrate mobile learning into the higher education landscape while contributing to the broader discourse on innovative pedagogical strategies.

The Acceptance and Use of Mobile Learning for Kuwaiti Government Employee Training: Views from the Perspectives of UTAUT

The Acceptance and Use of Mobile Learning for Kuwaiti Government Employee Training: Views from the Perspectives of UTAUT

Exploring in-service preschool teachers’ acceptance of mobile learning in science teaching practice

In the sphere of preschool and elementary education, new interactive technologies built on intelligent mobile devices and auxiliary applications have drawn increasing attention. Based on the UTAUT2 (The expanding of the unified theory of acceptance and use of technology) theoretical model, the purpose of this study is to understand the situation of pre-school preschool teachers’ willingness to use mobile learning. This study conducted a survey on 329 in-service preschool teachers in 9 cities in Fujian Province, China, and conducted data analysis through statistical analysis software SPSS (Statistical Product and Service Solutions) 22.0 and AMOS (Analyze of Moment Structures) 22.0, verifying the UTAUT2 model in Effectiveness in understanding in-service early childhood teachers’ intention to move to learn. The results of structural equation modeling show that the proposed model has acceptable fitting data. The results of the study show that in-service preschool teachers have the willingness to actively accept mobile learning. Among many influencing factors, performance expectancy, effort expectancy, social influence, facilitating conditions, learning value, habit have significantly impact on behavioral intention to accept mobile learning. In addition, hedonic motivation did not support to affect behavioral intention and habit to affect use behavior. The study has important implications for researchers, educators, policy makers and mobile learning app designers.

COMPREHENSIVE SYSTEMATIC REVIEW ON MOBILE LEARNING IN HIGHER EDUCATION

As mobile technologies continue to make their way into every part of modern life, it is important to systematically study the literature to investigate the many different aspects of M-learning in higher education. The primary aim of this study is to investigate the prevailing trends in mobile learning (M-learning) within the higher education sector, specifically focusing on the period from 2021 to 2023. The intention is to furnish fellow researchers with up-to-date insights into the current landscape of M-learning trends. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework provide Systematic Literature Review (SLR) methodological rigor and quality assurance. Using two digital libraries, SCOPUS and Web of Science, 29 articles were ultimately analyzed. This systematic literature review discusses the mobile learning trend in 4 themes: Acceptance and Adoption of Mobile Learning, factors Influencing Mobile Learning, Perceptions and Attitudes towards Mobile Learning, and effectiveness of mobile learning. This systematic literature review on mobile learning in higher education presents that it is becoming more important. It sheds light on what makes people accept M-learning, how perceptions play a part, and how M-learning affects academic performance. Suggestions for future study in M-learning are to focus on new technologies, making it easier for students with disabilities to use, cultural factors, and environmental effects.

ISLAMIC STUDIES TEACHERS’ ACCEPTANCE OF MOBILE LEARNING IN ILORIN SOUTH LOCAL GOVERNMENT AREA OF KWARA STATE, NIGERIA

The increased accessibility to mobile networks coupled with a decrease in the cost of mobile devices has significant implications for transforming the educational instructional environment, particularly in the area of m-learning. Against this background, the study examined Islamic Studies teachers’ acceptance of mobile learning in Ilorin South Local Government Area of Kwara State, Nigeria. Descriptive research method was adopted for this study. The population for this study was all Islamic studies teachers in Ilorin South Local Government Area of Kwara State Nigeria. One hundred and twenty teachers of Islamic Studies were selected as respondents for this study using purposive sampling technique. A researcher- designed questionnaire was used. Research questions were answered using mean and percentage at an alpha level of 0.05. Finding of this study revealed that the level of acceptance of mobile phones in teaching of Islamic studies in Ilorin South Local Government Area of Kwara State, Nigeria was high 115 (95.8%). Teachers of Islamic studies used mostly Internet, Video Camera, Taking Note and others respectively. Teachers of Islamic studies also used of mobile phones application very frequently, frequently, sometimes, and not at all teaching and learning of Islamic studies. Based on these findings, the study concluded that the level of acceptance of mobile phones in teaching of Islamic studies in Ilorin South Local Government Area of Kwara State, Nigeria was high. The study recommended based on the findings that government at all levels should assist in the provision of more modern mobile phones in secondary schools for teaching of Islamic Studies.

Understanding the antecedents of intention for using mobile learning

This study aimed to identify the factors, which affect the continuance of mobile learning. The study has looked at epistemological, social, and security risk factors based on Magsayo (Interact Technol Smart Educ 20(2):177–208) and how they affect the perceived functional benefits (PFB) and perceived learner value (PLV). Further locus of control and self-efficacy are two personal factors that are investigated in the study to understand mobile learning acceptance continuance. 260 respondents of the study were students and professionals from India who have used mobile for learning. Based on previous research, hypotheses were formulated and tested empirically by building a model using smart PLS structure equation modeling. It was observed that epistemological, security risk and social factors did affect the computer self-efficacy and locus of control of the learners. Epistemological and social factors do contribute to developing PFB and PLV leading to higher mobile learning acceptance continuance. PFB and PLV also showed mediating effects. Based on Magsayo's (2023) previous work, the study has a unique contribution in showing that epistemological and social factors along with security risk do help in developing PFB and PLV leading to higher mobile learning acceptance continuance. These findings can help us understand ways to the development of mobile learning content and context for higher impact.

AN EMPIRICAL STUDY ON ACADEMIC SUSTAINABILITY OF MOBILE LEARNING AT UNIVERSITY LEVEL

This study proposes an investigation model for merging Technology Acceptance Model (TAM) for mobile learning utilization in the field of academic sustainability. Mobile education is not fully employ in the universities of Pakistan, so that is the reason why students/teacher Attitude Towards Technology (ATT) and learning teaching through empirical knowledge is at very low level in universities. The grounds of present study were to investigate state of contemporary adaptation of models in M- learning. This work supported the sustainability of portable learning through m-learning by mastery the elements that affect intention of users to use mobile education prior to apply it to make certain continuity or success. The key goal was to facilitate universities a comprehend sight of those elements that can affect the degree to which learners or students adopt any new technology. Resulted outcomes of present study can help academics along with managers to fully acknowledge the way mobile educating system utilization can affect learners’ educational sustainability as well as academic performance. To achieve these results, an enlarge Technology Acceptance Model (TAM) was evolved, which bring out literature relevant to Mobile learning use in Pakistan universities. Furthermore there was no such research in this perspective in Pakistan which has integrated three models as TAM (Technology Acceptance Model), BIM (Behavior Intention Model), and TTF (Task Technology Fit Model) for acceptance of Mobile learning. The aim of present work was to couple essential features of TAM and constructivism with academic sustainability

Factors that influence students’ acceptance of mobile learning for EFL in higher education

Using mobile learning (m-learning) to study English as a foreign language (EFL) has provided new opportunities for innovative learning, particularly for today’s younger generation who have grown up with digital technology. It can effectively promote teaching and learning by maintaining students’ engagement. This study aimed to investigate the factors that influence university students’ acceptance of m-learning for EFL in Taiwan. A survey questionnaire was administered to 327 participants, and the data was analyzed using descriptive statistics, t-tests, one-way ANOVA, and Pearson’s correlation. The results indicated that all factors received relatively high scores, with perceived ease of use, attitude toward use receiving the highest scores. This suggests that students widely accept m-learning as a means of studying EFL. The key to creating a successful m-learning experience is for students to accept it as an educational tool and be willing to use it. Therefore, it is recommended that m-learning be considered as a potential tool to improve EFL students’ language proficiency.

Analysis of Prospective Primary School Teachers' Attitudes towards Mobile Learning Tools and Acceptance of Mobile Learning

Although the use of mobile technologies in education is rapidly becoming widespread, there are limited findings about the attitudes, competencies and acceptance behaviors of prospective teachers who use and will use these technologies. However, prospective teachers will be the implementers of new technologies such as mobile learning in education when they start their teaching profession in the future. In this study, it was aimed to examine prospective teachers' attitudes towards mobile learning and their mobile learning acceptance behaviors in terms of some variables. The study was conducted by cross-sectional survey method with the participation of prospective teachers studying at two universities in Kazakhstan. The study was composed of 260 prospective teachers at different grade levels. According to the findings of the study, the acceptance behaviors of prospective teachers towards mobile technologies were found to be moderate, while their attitudes towards these technologies were found to be positive and high. In the study, it was found that prospective teachers' attitudes towards mobile learning and mobile learning acceptance behaviors showed significant differences according to gender and grade level. Finally, it was found that attitudes towards mobile learning predicted mobile learning acceptance behaviors significantly and positively in Kazakhstani prospective teachers

Unpacking Mobile Learning in Higher Vocational Education During the COVID-19 Pandemic

Mobile learning in higher education has become more popular than ever during the COVID-19 pandemic. However, the presence of mobile learning in Chinese higher vocational education is unexplored. Therefore, the aim of this research is to extend the unified theory of acceptance and use of technology (UTAUT) by incorporating three sub-dimensions of self-efficacy for measuring students' acceptance of mobile learning in Chinese higher vocational education. A total sample of 900 students from higher vocational colleges were selected to participate in this study and their responses were analysed using structural equation modelling to validate the extended UTAUT. The results provide significant evidence of the sub-dimensions of self-efficacy and confirm the validity of extended UTAUT. The results also show that students' effort and performance expectancies, social influence and facilitating condition were directly affected by their self-efficacies to use mobile learning.

The Moderating Effects of Gender on Factors Affecting the Intention to Use Mobile Learning

Aim/Purpose: The main aims of this research are to explore the moderating effects of gender on the relationships of such factors and the intention to use mobile learning, to examine the factors that influence m-learning acceptance in the universities and higher education institutions (HEI) in Iraq, and to investigate the influence of the intention to use on the actual use of mobile learning in (HEI). Background: Over recent decades, mobile learning has played an increasingly important role in the teaching and learning process, especially for higher education. As such, acceptance and use of mobile learning has become a topic of interest within the education sector. In this regard, UTAUT is one of the widely used models for examining users’ intention for use and acceptance of information technology. Methodology: A survey method was used in this study involving a sample of 323 participants recruited from several universities in Iraq. Contribution: This study has made significant contributions to the advancement of m-learning in Iraq by developing a mobile learning model that can help guide practitioners to promote and facilitate the use of such an approach in universities. Findings: The findings showed that gender moderated the relationships of social influence (SI), effort expectancy (EE), and performance expectancy (PE) with respondents’ intention to use m-learning. In addition, the findings confirmed the perceived enjoyment, performance expectancy (PE), effort expectancy (EE), self-efficacy (SE), and social influence (SI) had significant direct effects on intention to use m-learning. Furthermore, the respondents’ intention to use or behavioral intention had a significant impact on the actual use of m-learning. Recommendations for Practitioners: It is vital for university management and practitioners to encourage students about the advantages of mobile learning in higher education institutions. In Iraq, the research in mobile learning is still very new and there are few studies have analyzed the gender effect on the mobile technology acceptance in learning. This study provides a roadmap of the gender effect on variables that could influence mobile learning acceptance in higher education institutions in Iraq. Recommendation for Researchers: The gender moderation effect on the factors that influence the mobile learning acceptance is important, thus the new researchers are advised to examine the gender effect on other factors that could influence mobile learning acceptance. Moreover, cross-nation studies are needed to further validate the findings of this research because it was conducted from the perspective of a developing nation where mobile learning is still in its infancy. Future studies may broaden the research to examine additional potential elements, such as the quality of services in future models, which can help enhance the understanding of learners’ acceptance and continuous usage of mobile learning as well as to improve the utility of UTAUT. Impact on Society: The use of mobile learning has increased in its importance for higher education around the globe, including Iraq. Clearly, mobile learning has been pervasively used in education throughout the world due to the Covid-19 pandemic. During this time, students were required to study at home for months as per governments’ orders in order to avoid being affected by the virus. With mobile learning, students were able to continue their studies; otherwise, they would have missed the academic year. Academic staff and administrators should therefore encourage and employ mobile learning for instruction, student communication, and exam administration. Future Research: Given that the UTAUT model was used in higher educational settings for this research, it is advised to look into its application in corporate settings to see if comparable results can be repeated or not. More research is advised to look at the moderating effects of demographic factors, such as age and place of origin, in order to shed more light on students’ adoption of mobile learning in HEIs in developing nations.

Structural Determinants of Mobile Learning Acceptance among Undergraduates in Higher Educational Institutions

Mobile learning has become a critical aspect of online learning in the post-pandemic era. As a result, practitioners and policymakers have paid increasing attention to mobile learning acceptance among various stakeholders. However, there is a vacuity of literature on mobile learning acceptance in developing countries, particularly in the African context. This study sought to examine the determinants of mobile learning acceptance among undergraduates in higher educational institutions using a structural equation modelling approach. Data were collected through a web survey distributed to 415 undergraduate students in Namibia. The majority of the UTAUT relationships were confirmed, although some were not supported. The results revealed a strong positive relationship between performance expectancy and hedonic motivation. Hence, hedonic motivation mediates the relationship between performance expectancy and behavioural intention to use mobile learning in Namibia. The results of this study may help to inform mobile learning implementation efforts, particularly in the post-pandemic period.

Students’ perceptions of mobile learning technology acceptance during Covid-19: WhatsApp in focus

ABSTRACT Mobile learning (e.g., WhatsApp) is considered a good platform for educational information and communication, but the educative value of this platform, especially during Covid-19, remains unexplored. This study investigates the factors of mobile learning acceptance (MLA) in Jordan, utilizing the Technology Acceptance Model (TAM) alongside knowledge-sharing, WhatsApp features, and Internet availability as external factor constructs. A hybrid analysis approach was performed on the data to validate the research model via a random sample of 580 university students in Jordan. The study found that PEU and PU were found to be significant predictors of the behavioral intention to accept WhatsApp in education. The findings also revealed that behavioral intention toward MLA was significantly and positively influenced by some of the external factors.

Identifying Effective Factors on Acceptance and Establishment of Mobile Learning in Virtual Training Center for Academics

Identifying Effective Factors on Acceptance and Establishment of Mobile Learning in Virtual Training Center for Academics

Developing a Mobile Learning Acceptance Scale for Mathematics

Developing a Mobile Learning Acceptance Scale for Mathematics

Mobile Learning Acceptance Post Pandemic: A Behavioural Shift among Engineering Undergraduates

Mobile learning has become an essential telematic tool to facilitate and compliment online teaching and learning during the pandemic. This study investigates the change of behaviour and acceptance of using mobile learning specifically for engineering undergraduates due to this shift. The data collected pre-Covid19 (n = 326) and post-pandemic (n = 349) indicated an inclination for utilizing laptops than smartphones, while Telegram prevails as a popular tool for communicating and sharing information within the learning community. Next, while video conferencing tools and online learning management systems utilization increased, educational games and reading behaviour via mobile devices declined. Concurrently, behavioural intention post-pandemic were found to reduce marginally as importance were also given towards establishing learning communities via social influence compared to perceived usefulness. The outcome of this study contributes to the limited body of literature on engineering education mobile learning acceptance, and recommendations are provided for further investigation to ensure continuous sustainable use.

Syrian Refugees' Acceptance and Use of Mobile Learning Tools During the Covid-19 Pandemic

Mobile learning, which is widely used in educational settings during the Covid-19 pandemic, will continue playing a critical role in learning environments in the future. Since the successful implementation of mobile learning in education is largely based on users’ acceptance of these technologies, it is essential to understand the factors affecting learners’ acceptance of mobile devices as learning tools. This study investigated Syrian adult refugees’ acceptance and use of mobile learning tools. The results revealed that Syrian adult refugees were positive about using mobile devices in learning Turkish as a second/foreign language, and there exists a concrete and significant correlation among all the constructs of the mobile learning tools acceptance like Perceived Ease of Use, Contribution to Foreign Language Learning, Negative Perceptions, and Voluntariness of Use. Factors affecting mobile learning acceptance was also investigated in the study, and the results indicated significant differences among the refugees regarding their characteristics such as age, gender, level of education. The results also revealed that while the refugees did better in the tests over time, mobile learning acceptance had no significant effect on foreign language achievement. Depending on these results, it can be suggested that mobile devices should be integrated into the education system as a component of the curriculum.

Influencing Factors of Accounting Practitioners’ Acceptance of Mobile Learning

Due to the lack of teaching purpose and planning of mobile learning platform, fragmented learning time, and strong blindness of accounting practitioners, accounting practitioners have insufficient internal motivation to accept mobile learning. Based on the unified theory of acceptance and use of technology (UTAUT model), subject factor (absorptive capacity) and object factor (organizational commitment) of accounting practitioners to accept mobile learning were included, and influencing factors of accounting practitioners to accept mobile learning were empirically explored. The results show that overall Cronbach’s ɑ coefficient of the questionnaire is 0.794, indicating that reliability of the questionnaire is good. KMO value is 0.860, which is greater than 0.8, indicating very good data validity. Expected performance, effort performance, social impact and absorptive capacity positively affect accounting practitioners’ willingness to use mobile learning. Facilitation conditions and organizational commitments do not affect accounting practitioners’ willingness to use mobile learning. Results of single-factor analysis of variance show that interactive friendliness of mobile learning platform has a significant difference in accounting practitioners' willingness to use mobile learning. Results of this study have reference value for understanding how new educational technologies affect people in related industries to receive continuing education and to promote lifelong learning by adopting ubiquitous learning.

Factors Influencing the Acceptance of Mobile Learning in K-12 Education in Saudi Arabia: Towards a Shift in the Saudi Education System vis-à-vis Saudi 2030 Vision

The Saudi Arabian government is committed to updating and improving its education system. Thus, in March 2017, a project was declared to convert the existing book-based methodology to modern, mobile technology in the K-12 education space by 2021. As part of this process, a deep-dive literature review of student acceptance of mobile learning confirmed that there was limited research into what elements had an effect on how much students were likely to accept learning with mobile applications in the five to 18-year-old demographic of K-12. The conclusion of the literature review was that the Saudi Arabian Education Ministry must acquire an understanding of these elements in order to strategize the implementation of the new technology. This study approached high school students, aged 16 – 18, in Saudi Arabia, to examine the elements which would influence their acceptance of mobile learning technology. The research consolidated known elements of education, namely learning self-management, system quality, and hedonic motivation with the Unified Theory of Acceptance and Use of Technology (UTAUT) to create a significant theoretical model for the new technology in a high school setting. Conclusions were drawn that societal influence did not affect the student’s approach to mobile learning, but that learning self-management, the expectancy of effort and performance, hedonic motivation and the quality of the system did affect the acceptance behaviour of the students. It was also noted that gender was not a significant factor in the study