scholarly journals Does proactive personality matter in mobile learning?

2016 ◽  
Author(s):  
Rui-Ting Huang ◽  
Tzy-Wen Tang ◽  
Yi Ping Lee ◽  
Fang-Ying Yang
Keyword(s):  
Learning Outcomes ◽  
Mobile Learning ◽  
Positive Influence ◽  
Proactive Personality ◽  
Perceived Usefulness ◽  
Learning Performance ◽  
Continuance Intention ◽  
Perceived Playfulness ◽  
Moderating Role

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.

scholarly journals Exploring the moderating role of perceived flexibility advantages in mobile learning continuance intention (MLCI)

2014 ◽  
Vol 15 (3) ◽  
Author(s):  
Rui-Ting Huang ◽  
Chia-Hua Hsiao ◽  
Tzy-Wen Tang ◽  
Tsung-Cheng Lien
Keyword(s):  
Mobile Learning ◽  
Mobile Technology ◽  
Subjective Norm ◽  
The Body ◽  
Perceived Usefulness ◽  
Self Management ◽  
Continuance Intention ◽  
The Relationship ◽  
Moderating Role

<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>

scholarly journals Exploring the impact of self-management of learning and personal learning initiative on mobile language learning: A moderated mediation model

2019 ◽  
Vol 35 (3) ◽  
Author(s):  
Rui-Ting Huang ◽  
Chung-Long Yu
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Performance ◽  
Self Management ◽  
English Learning ◽  
Continuance Intention ◽  
Personal Learning ◽  
And Performance ◽  
The Impact ◽  
Moderating Role

Although there is a plethora of mobile learning studies, relatively little attention has been paid to the roles of self-management of learning and personal learning initiative on mobile English learning outcomes. Accordingly, the primary purpose of this study is not only to examine the links between perceived flexibility advantage, self-management of learning, mobile English learning continuance intention and performance, but also to explore the moderating role of personal learning initiative in mobile language learning outcomes. A total of 323 undergraduate students with mobile English learning experience took part in this study. The partial least-squares structural equation modelling analysis and SPSS PROCESS (model 7) were utilised to assess the data. The study findings have not only indicated the perceived flexibility advantage and self-management of learning will have a positive influence on mobile English learning continuance intention and performance, but also revealed that mobile English learning continuance intention will mediate the link between perceived flexibility advantage and mobile English learning performance. Moreover, it has been found that personal learning initiative will play a moderating role in reinforcing the positive relationship between perceived flexibility advantage and mobile English learning continuance intention.

Overcoming invisible obstacles in organizational learning

2015 ◽  
Vol 28 (3) ◽  
pp. 356-368 ◽  
Author(s):  
Rui-Ting Huang
Keyword(s):  
Organizational Learning ◽  
Mobile Learning ◽  
Resistance To Change ◽  
Positive Impact ◽  
Learning Experience ◽  
Continuance Intention ◽  
Content Type ◽  
Learning Satisfaction ◽  
Moderating Role

Purpose – The purpose of this paper is to explore the key factors that could influence mobile learning outcome, and further explore the moderating effect of employee resistance to change (RTC) on mobile learning Design/methodology/approach – Partial least squares analysis was utilized to examine the data. Totally, 261 employees with mobile English learning experience participated in this study. Findings – The study findings have indicated that the perceived playfulness, flexibility advantages, and self-regulated learning (SRL) could have a positive impact on mobile learning satisfaction, which in turn could lead to better mobile learning continuance intention. In addition, it has been found that RTC could moderate the relationship between perceived flexibility advantages and mobile learning satisfaction, the link between SRL and mobile learning satisfaction, as well as the connection between mobile learning satisfaction and continuance intention. Originality/value – Although a considerable amount of literature has been published on mobile and organizational learning, relatively little work has probed into the moderating role of employee RTC on mobile learning in organizations. As mobile learning has gradually been regarded as a key learning channel, in order to minimize learning barriers, and further improve learning effectiveness and efficiency in organizations, it is critical that more work should be done on the moderating role of RTC in mobile learning.

The Effect of Face Consciousness on Consumption of Counterfeit Luxury Goods

2014 ◽  
Vol 42 (6) ◽  
pp. 1007-1014 ◽  
Author(s):  
Yun-Qing Chen ◽  
Hong Zhu ◽  
Meng Le ◽  
Yi-Zhen Wu
Keyword(s):  
Purchase Intention ◽  
Laboratory Experiments ◽  
Positive Influence ◽  
Luxury Goods ◽  
Intention To Purchase ◽  
Luxury Item ◽  
Moderating Role ◽  
Chinese Undergraduates ◽  
Significant Positive Influence

We conducted 3 laboratory experiments to determine how face consciousness influences consumption of counterfeit luxury goods, along with the moderating roles of usage occasion and brand prominence. The participants in the first study were 138 Chinese undergraduates who were allocated to a 2 × 2 design to evaluate their intention to purchase a counterfeit luxury item that would be used either in public or in private. In Studies 2 and 3, using two 2 × 2 designs we evaluated the purchase intention of the participants (132 and 136, respectively) in order to investigate the moderating role of brand prominence. The results showed that participants' face consciousness had a significant positive influence on intention to purchase counterfeit luxury goods. In addition, the products' usage occasion and brand prominence positively moderated the influence that face consciousness had on counterfeit luxury item purchase intention of our participant groups.

Mobile Learning to Support Computational Thinking in Initial Teacher Education

2021 ◽  
Vol 13 (1) ◽  
pp. 49-62
Author(s):  
Cornelia Connolly ◽  
Raquel Hijón-Neira ◽  
Seán Ó Grádaigh
Keyword(s):  
Teacher Education ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Computational Thinking ◽  
Positive Influence ◽  
Subject Area ◽  
Initial Teacher Education ◽  
Quasi Experimental ◽  
The Subject

Research on the role of mobile learning in computational thinking is limited, and even more so in its use in initial teacher education. Aligned to this there is a need to consider how to introduce and expose pre-service teachers to computational thinking constructs within the context of the subject area they will teach in their future classrooms. This paper outlines a quasi-experimental study to examine the role of mobile learning in facilitating computational thinking development amongst pre-service teachers in initial teacher education. The study enquires if there are significant differences in grades achieved in computational thinking and programming learning when mobile learning is introduced. Findings showed and reaffirmed the positive influence of the mobile applications on the development of computational thinking amongst the pre-service teachers who participated.

Motivation to learn, mobile learning and online learning climate: moderating role of learner interaction

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Deepika Swain ◽  
Lalatendu Kesari Jena ◽  
Sanket Sunand Dash ◽  
Rama Shankar Yadav
Keyword(s):  
Online Learning ◽  
Mobile Learning ◽  
Learning Climate ◽  
Motivation To Learn ◽  
Content Type ◽  
Learner Interaction ◽  
To Come ◽  
The Times ◽  
Moderating Role

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.

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