Exploring the Intention to Use Mobile Learning in Higher Education

2018 ◽  
Author(s):  
Risma Nur Anissa ◽  
. Tusyanah ◽  
Rediana Setiyani ◽  
Fentya Dyah Rahmawati ◽  
Ashomatul Fadlilah
Keyword(s):  
Higher Education ◽  
Mobile Learning ◽  
Intention To Use

scholarly journals Intention to Use Mobile Learning in Higher Education Institutions: Review Paper

2020 ◽  
Vol 3 (2) ◽  
pp. 78-84
Author(s):  
Ayad Shihan Izkair ◽  
Muhammad Modi Lakulu ◽  
Ibtihal Hassan Mussa
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Mobile Learning ◽  
Associate Degree ◽  
Teaching And Learning ◽  
Review Paper ◽  
Higher Education Institutions ◽  
Educational Activity ◽  
Intention To Use ◽  
Use Of Technology

Mobile learning is presently taking part in associate degree more and more important role within the instructional method, additionally as within the development of teaching and learning ways for higher education. The power to find out ‘on the go– anytime, anywhere, is changing into more and more fashionable. The advantages offered by mobile learning are important. On the opposite hand, the implementation of mobile learning in educational activity relies on users’ acceptance of technology. Acceptance and intention to use mobile learning may be a topic of growing interest within the field of education. The model of the unified theory of acceptance and use of technology (UTAUT) is planned and developed by researchers via a mixture of eight major theories in activity prediction. UTAUT is among the foremost fashionable and up to date model in information technology acceptance. This is review paper aiming to review UTAUT’s previous studies of intention to use mobile learning. In conclusion, this research provides insight regarding the necessary factors for planning and designing an intention to use mobile learning model in higher education institutions.

scholarly journals Investigating students' behavioral intention to use mobile learning in higher education in UAE during Coronavirus-19 pandemic

2021 ◽  
pp. 321-330 ◽  
Author(s):  
Mohammad Qasem Al-Hamad ◽  
Hisham Othman Mbaidin ◽  
Ahmad Qasim Mohammad AlHamad ◽  
Muhammad Turki Alshurideh ◽  
Barween Hikmat Al Kurdi ◽  
...  
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Mobile Learning ◽  
Social Relations ◽  
Perceived Usefulness ◽  
Equation Modeling ◽  
Intention To Use ◽  
Learning Platform ◽  
Teachers And Students ◽  
Expectation Confirmation

The study explores the impacts of fear emotions on technology adoption by teachers and students during the COVID-19 pandemic. Mobile learning (ML) has been considered an educational, social platform in private and public higher education institutes. Since several fears are connected with COVID-19, this study's key hypotheses are related to how COVID-19 influences Mobile Learning (ML) adoption. Educators, teachers, and students may face some common types of fear in the course of the coronavirus pandemic, such as fear of losing social relationships, fear of educational loss and failure, and fear because of the lockdown of the family in the prevailing circumstances. Different theoretical models, named Expectation-Confirmation Model (ECM) and Technology Acceptance Model (TAM), are combined to develop an integrated model for this study. The proposed model was analyzed with the development of a questionnaire survey. The survey served as a data collection instrument to collect data from students of the University of Sharjah in Sharjah city in the United Arab Emirates (UAE). Three hundred twenty undergraduate students participated in the study. The collected data was evaluated using the partial least squares-structural equation modeling (PLS-SEM). The significant predictors revealed by experimental results included perceived fear, perceived ease of use, expectation confirmation, satisfaction, and perceived usefulness, explaining the intention to use the mobile learning platform. According to our study, teaching and learning can be benefitted to a great extent by the adoption of mobile learning (ML) during this pandemic for educational purposes; however, this process may be negatively affected by the fear of future educational results, fear of losing social relations and fear of stressful family situations. Therefore, appropriate student evaluation may be conducted to overcome the emotional distress caused by the pandemic effectively.

scholarly journals Exploring the Factors Affecting Mobile Learning for Sustainability in Higher Education

2021 ◽  
Vol 13 (14) ◽  
pp. 7893
Author(s):  
Ali Mugahed Al-Rahmi ◽  
Waleed Mugahed Al-Rahmi ◽  
Uthman Alturki ◽  
Ahmed Aldraiweesh ◽  
Sultan Almutairy ◽  
...  
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Mobile Learning ◽  
Behavioral Intentions ◽  
Intention To Use ◽  
Actual Use ◽  
Students Attitudes ◽  
Acceptance Model ◽  
Educational Sustainability

Mobile learning (M-learning) has become an important instructional technology component in higher education. The goal of this research is to determine how Malaysian university students use M-learning in higher education. The technology acceptance model (TAM) concept was used to construct a theoretical model of M-learning acceptability. In theory, five independent criteria were discovered as contributing to the actual usage of M-learning for educational sustainability by influencing students’ attitudes towards M-learning and their intention to use it. A questionnaire survey based on the technology acceptance model (TAM) was used as the primary data collection technique, with 200 students from UTHM University of Malaysia participating. The data were analyzed using SPSS and Structural Equation Modeling (SEM-Amos). The results of the students’ attitudes towards using M-learning and their behavioral intentions to use M-learning show a beneficial impact on the actual use of M-learning as well as the long-term sustainability of M-learning in higher education. In addition, both male and female students were satisfied with perceived usefulness, perceived ease of use, perceived enjoyment, attitude towards use, task-technology fit, behavioral intention to use, perceived resources and actual use of mobile learning for educational sustainability. This study contributes to the validation of the extended TAM for M-learning by demonstrating that the predicted model predicts students’ attitudes towards using M-learning and their behavioral intentions in Malaysian higher education.

scholarly journals Experience moderator effect on the variables that influence intention to use mobile learning

2021 ◽  
Vol 10 (5) ◽  
pp. 2875-2883
Author(s):  
Ayad Shihan Izkair ◽  
Muhammad Modi Lakulu
Keyword(s):  
Higher Education ◽  
Social Influence ◽  
Mobile Learning ◽  
Intention To Use ◽  
Moderator Variable ◽  
Moderator Effect ◽  
Personal Innovativeness ◽  
Performance Expectancy ◽  
Effort Expectancy ◽  
Facilitating Conditions

The study has two objectives, first is exploring the variables that affect the intention to use mobile learning and second is investigating the experience moderator effect on the variables that influence intention to use mobile learning in higher education institutions (HEI) in Iraq. Then formulate a model for intention to use mobile learning. A questionnaire has been conducted in this research for collecting the feedback from the participants. The findings confirmed that social influence (SI), performance expectancy (PE), “facilitating conditions” (FCs), effort expectancy (EE) and “satisfaction” (SA) have an important influence on the intention to use mobile learning. But, this study has rejected the “personal innovativeness” (PINN) factor as it was found not important. Furthermore, the study has confirmed that the experience moderator variable has an influence of EE, SI, and PE on the intention to use mobile learning. This study is significant to the field of discipline as it will provide a roadmap for HEI to recognize the factors that affect the intention to use mobile learning.

scholarly journals An assessment of the interplay between literacy and digital Technology in Higher Education

2021 ◽  
Author(s):  
Shahrokh Nikou ◽  
Milla Aavakare
Keyword(s):  
Higher Education ◽  
Digital Literacy ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Literacy Skills ◽  
Intention To Use ◽  
University Staff ◽  
Willingness To Use ◽  
The Impact

AbstractDigital technologies fundamentally transform teaching and learning in higher education environments, with the pace of technological change exacerbating the challenge. Due to the current pandemic situation, higher education environments are all now forced to move away from traditional teaching and learning structures that are simply no longer adaptable to the challenges of rapidly changing educational environments. This research develops a conceptual model and employs Structural Equation Modelling (SEM) using Partial least Squares (PLS) to examine the impact of information and digital literacy on 249 Finnish university staff and students’ intention to use digital technologies. The findings show the complex interrelationship between literacy skills and digital technologies among university staff and students. The results illustrate that information literacy has a direct and significant impact on intention to use; while, unlike our expectation, digital literacy does not have a direct impact on the intention to use. However, its effect is mediated through performance expectancy and effort expectancy. The authors suggest that to understand the changes that are taking place in higher education environment, more attention needs to be paid to redefining policies and strategies in order to enhance individuals’ willingness to use digital technologies within higher education environments.

Substitution to augmentation: faculty adoption of iPad mobile learning in higher education

2013 ◽  
Vol 10 (4) ◽  
pp. 270-284 ◽  
Author(s):  
Cathy Cavanaugh ◽  
Jace Hargis ◽  
Tayeb Kamali ◽  
Melissa Soto
Keyword(s):  
Higher Education ◽  
Mobile Learning
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