<p>The primary purpose of this study was to explore the key factors that could affect mobile learning continuance intention (MLCI), and examine the moderating effect of perceived flexibility advantages (PFA) on the relationship between key mobile learning elements and continuance intention. Five hundred undergraduate students who had previously adopted mobile devices to learn English took part in this study. Partial least squares (PLS) analysis was utilized to test the hypotheses in this study. It has been found that the perceived usefulness of mobile technology, subjective norm, and self-management of learning could be closely linked to mobile learning continuance intention. With particular respect to the moderating role of perceived flexibility advantages, it has been demonstrated that PFA could moderate the relationship between perceived usefulness of mobile technology and mobile learning continuance intention, as well as the association between subjective norm and mobile learning continuance intention, whereas PFA did not moderate the link between self-management of learning and mobile learning continuance intention.This report has further added to the body of knowledge in the field of mobile learning through empirical examination.</p>
Purpose
The purpose of this paper is to empirically exhibit the moderating effect of learner interaction (LI) on motivation to learn (MTL), mobile learning (ML) and online learning climate (OLC), so as to bring in enhanced rigour to the virtual knowledge dissemination during the times of crisis.
Design/methodology/approach
A total of 784 valid responses were considered for the confirmatory factor analysis to test the proposed hypotheses.
Findings
The study found that MTL and ML contributed to improved OLC and high LI moderated the positive relationship between MTL, ML and OLC. LI also directly contributed to an improved OLC.
Practical implications
Measures need to be designed to crowbar motivation to ensure heightened interaction of learners, to gear up the ML reach soaring heights achieving a dynamic OLC. Acclimatization of the OLC will be the visionary solution to tackle learning disruption during today’s pandemic times and also many other challenges to come in near-far future.
Originality/value
The current study established the moderating role of LI in influencing OLC, and also motivating facilitator’s for designing upgraded content, and thereby fuelling the intention to learn.
Through the lenses of construal-level theory and goal-directed behavior theory, this study proposed and tested a conceptual model of tourists’ goal-directed behaviors. The proposed model depicted the impacts of tourism goal disclosure on tourists’ goal-directed behaviors through the mediation of goal commitment. The moderating role of temporal distance was also investigated. Two experimental studies were conducted to test hypotheses. Study 1 revealed that goal disclosure (vs. nondisclosure) on social media would enhance tourists’ commitment to tourism goals, which in turn would elicit more goal-directed behaviors. Study 2 further showed that the findings of study 1 are only applicable to the condition of short temporal distance. However, when it comes to the condition of long temporal distance, there is no significant difference in goal commitment and goal-directed behaviors regardless if the goal is disclosed or not. The findings of this study provided valuable theoretical and managerial implications.
The purpose of this chapter is to identify, analyze, and present multiple learning methodologies and frameworks that are available to academics today. The chapter begins with the presentation and analysis of a range of learning methodologies, such as mobile learning, micro learning, personal learning, challenge-based learning, collaborative learning, and ubiquitous learning. In addition, the purpose of higher educational institutions and the use of emerging technologies are discussed. Based on the findings, a theoretical framework and learning methodology for innovative mobile learning are proposed to meet the challenges of enhancing and cultivating innovative mobile learning in the 21st century. Finally, suggestions are provided regarding the role of academics and how mobile technology could be incorporated into the overall learning experience.
The roles of self-regulation and structuration in mobile learning are poorly understood. This study therefore examines these aspects in relation to the design and use of mobile technology in an online language learning setting. The online self-regulated learning (SRL) instrument was adopted to measure students' perceived level of self-regulation. Structuration Theory was applied as the theoretical lens for understanding students' technology-mediated learning practices. The results show that several factors defining learners' level of self-regulation were correlated with their mode of structuration. The analysis indicates that students' SRL characteristics are correlated with their structures regarding their technologies-in-practice and their practical assumptions about effectiveness in learning. An implication for practice is that students' SRL dimensions need to be taken into account when designing educational software for mobile technology. For research, this study has demonstrated the explanatory power of ST and how students' structures are related to their SRL characteristics.
PurposeThe purpose of this paper is to study the adoption of online streaming services from the technology acceptance perspective. A conceptual model incorporating personality traits with the technology acceptance model (TAM) is proposed and tested to predict user's intention to use online streaming services. Apart from the direct effects of personality traits on TAM variables, the study also examines the moderating effect of personality traits on TAM relationships.Design/methodology/approachTo test the proposed model, a structured questionnaire was developed by adapting existing scales for the constructs to suit the online streaming services context. The data for the study were collected from online streaming services users in India. The model was tested using structural equation modeling using AMOS 18. Moderation analysis was performed using the PROCESS MACRO.FindingsThe findings suggest that perceived ease of use, subjective norms and technology anxiety affect intention to use online streaming services. Self-efficacy was found to affect perceived ease of use positively, and technology anxiety was found to have a negative effect on perceived usefulness. The results also evidenced the moderating role of self-efficacy and technology anxiety.Originality/valueThe paper explores the adoption of online streaming services from the technology acceptance perspective. Further, very few studies have examined the moderating role of personality traits in technology adoption. This paper attempts to fill this gap. It expands the understanding of technology adoption literature by assessing the direct as well as moderating effect of personality traits.
Increasing attention has been paid to mobile learning studies. However, there is still a dearth of studies investigating the moderating effect of proactive personality on mobile learning achievements. Accordingly, the primary purpose of this study is not only to investigate the key elements that could improve the effectiveness and efficiency of mobile learning, but also to examine the moderating role of proactive personality in mobile learning outcomes. The findings indicate that continuance intention will have a positive influence on mobile learning performance, whereas perceived playfulness will have a limited influence on mobile learning outcomes. Moreover, perceived flexibility advantages will positively affect mobile learning continuance intention and perceived playfulness. With respect to the role of perceived usefulness in perceived playfulness, the results indicate that although perceived usefulness has a positive influence on continuance intention, it has a limited impact on perceived playfulness. Finally, the results indicate that proactive personality plays a moderating role in the relationship between perceived playfulness and mobile learning performance, the connection between perceived flexibility advantages and mobile learning continuance intention, the nexus between perceived usefulness and mobile learning continuance intention, as well as the connection between perceived usefulness and playfulness.
Exploring the moderating role of perceived flexibility advantages in mobile learning continuance intention (MLCI)