scholarly journals The Technology Acceptance Model (TAM) and its Application to the Utilization of Mobile Learning Technologies

2017 ◽  
Vol 20 (4) ◽  
pp. 1-8 ◽  
Author(s):  
David Mugo ◽  
Kageni Njagi ◽  
Bernard Chemwei ◽  
Jared Motanya
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Mobile Learning ◽  
Learning Technologies ◽  
Acceptance Model

scholarly journals An Empirical Study of Factors Driving the Adoption of Mobile Learning in Omani Higher Education

2016 ◽  
Vol 17 (4) ◽  
Author(s):  
Mohamed Sarrab ◽  
Ibtisam Al Shibli ◽  
Nabeela Badursha
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Mobile Learning ◽  
Learning Technologies ◽  
Ease Of Use ◽  
Driving Factors ◽  
Just In Time ◽  
Short Supply ◽  
Acceptance Model

<p class="2">Mobile learning (M-learning) provides a new learning channel in which learners can access content and just in time information as required irrespective of the time and location. Even though M-learning is fast evolving in many regions of the world, research addressing the driving factors of M-learning adoption is in short supply. This article focuses on the driving factors in adoption of M-learning and the learner’s perceptions and willingness towards M-learning adoption. Technology Acceptance Model (TAM) has been shown to be a valid and powerful model in mobile and other learning technologies research. Based on Technology Acceptance Model theory, this paper analyzes the influencing factors on M-learning adoption and measure the acceptance of M-learning in Oman. The data collected from 806 participants in 17 different Omani higher education institutions using a survey questionnaire. Some factors of perceived innovative characteristics, such as ease of use, usefulness, enjoyment, suitability, social, and economic were found to have more influence on learners’ adoption of M-learning which help to facilitate and promote future empirical research. This effort is part of funded research project that investigate the development, adoption, and dissemination of M-learning in Oman.</p>

scholarly journals Avaliação do uso dos dispositivos móveis no ensino de Química por meio da adaptação dos Modelos de Aceitação (TAM) e Ajuste (TTF)

2020 ◽  
Vol 12 (27) ◽  
pp. 818
Author(s):  
Lediana Pereira Cardoso ◽  
Maria das Graças Cleophas
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Mobile Learning ◽  
Task Technology Fit ◽  
Acceptance Model

<p>Cada vez mais, as tecnologias móveis fazem parte de praticamente todos os contextos atrelados à vida humana. Contudo, quando se analisa o uso dessas tecnologias para o cenário educacional, percebe-se a existência de alguns paradigmas que ainda não foram superados. Este estudo usa o modelo adaptado de aceitação da tecnologia (<em>Technology Acceptance Model</em> - TAM), assim como o de ajuste Tecnologia-Tarefa (<em>Task-Technology Fit </em>–TTF) para examinar a aceitabilidade e ajuste de uma Sequência Didática que proporcionou a inserção da tendência BYOD na sala de aula de Química, por meio do uso de uma estratégia <em>mobile learning</em> que visava aplicar os dispositivos móveis dos alunos, em especial, os <em>smarthones</em>, como aporte ao processo de ensino e aprendizagem. Vale destacar que o estudo utilizou um desenho de investigação misto (qualitativo-quantitativo), e os dados foram coletados utilizando-se um questionário estruturado com alunos da Educação Básica de uma escola pública (N = 89). Os resultados apontam que a inserção das tecnologias móveis no ensino de química de modo planejado em sala de aula agregou benefícios para a aprendizagem dos alunos.</p>

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 Perceived convenience in an extended technology acceptance model: Mobile technology and English learning for college students

2012 ◽  
Vol 28 (5) ◽  
Author(s):  
Chi-Cheng Chang ◽  
Chi-Fang Yan ◽  
Ju-Shih Tseng
Keyword(s):  
College Students ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Acceptance Model ◽  
Positive Effect

<span>Since convenience is one of the features for mobile learning, does it affect attitude and intention of using mobile technology? The technology acceptance model (TAM), proposed by David (1989), was extended with perceived convenience in the present study. With regard to English language mobile learning, the variables in the extended TAM and its explanatory power were analysed and antecedent factors that affected acceptance of English mobile learning were also examined. Participants were 158 college students from the middle part of Taiwan. After conducting English mobile learning with a PDA, data was collected by questionnaires. The results revealed that: a) perceived convenience, perceived ease of use and perceived usefulness were antecedent factors that affected acceptance of English mobile learning; b) perceived convenience, perceived ease of use and perceived usefulness had a significantly positive effect on attitude toward using; and c) perceived usefulness and attitude toward using had a significantly positive effect on continuance of intention to use. Overall, the extended TAM in the present study was effective at predicting and explaining the acceptance of English mobile learning. In the past, there were few mobile learning related studies examining the relationships between perceived convenience and other variables in the TAM. Therefore, the findings in the present study provide a reference for the future TAM and mobile learning related studies.</span>

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