Influences of Demographic Information as Moderating Factors in Adoption of M-Learning

Influences of Demographic Information as Moderating Factors in Adoption of M-Learning

Elaheh Yadegaridehkordi (Universiti Teknologi Malaysia, Malaysia) and Noorminshah A. Iahad (Universiti Teknologi Malaysia, Malaysia)
Copyright: © 2012 |Pages: 14
DOI: 10.4018/jtd.2012010102
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Abstract

In today’s world, interests of mobile devices for educational processes anytime and anywhere has been on the rise. However, adoption of this new technology by students is complicated. The purpose of this study is to examine the factors that influence the adoption of M-learning by students and to propose an appropriate model for its adoption. Three external variables, namely Perceived Mobility Value, Prior Use of Electronic Learning and Self-efficacy, were incorporated into the Technology Acceptance Model and tested in Universiti Teknologi Malaysia. Quantitative research approach was used to survey 350 students. Empirical data from multiple regression analyses indicates that Perceived Usefulness, Perceived Ease of use, Perceived Mobility Value, Prior Use of Electronic Learning, Self-efficacy, and Attitude toward using, can positively affect the adoption of M-learning. Results are explored further in this study
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Introduction

Information and Communication Technology (ICT) and its characteristics have changed every aspects of society. Hanna (2009) claimed that: ″In a world of such rapid expansion and connection, the revolution of ICT and its characteristics are very important and effective from its early phases. From the beginning of this revolution all countries began to expand their trade and production networks across the world. These changes and revolutions also have been seen in mobile and internet technology.″

Technology has made great advances in recent years, especially in the field of Mobile computing and communication. Nowadays, companies and factories are trying to produce new software and hardware products for commercial use. To make easy customer applications and to create more benefits, the extension of mobile solutions is becoming an important and critical issue (Yu, 2005). As wireless networks and mobile devices become more widely used there is a good opportunity to direct them to the improvement of learning processes. In recent years, lecturers and students have paid considerable attention to M-learning in educational systems, especially in higher education, and it has been considered as a big shift from mass teaching to personal learning. From M-learning viewpoint, using true and complete applications and functions of mobile phones is of significant importance in facilitating learning processes. Furthermore, from an education view point, teaching and learning have made good progress when technology is added to educational processes (Tan et al., 2009).

Mobile technology, with its new features, provides many opportunities for widening participation and for providing easier access to learning materials. M-learning makes basic changes in the way learning can be considered and allows users to derive benefits from its countless capabilities in educational contexts (MacCallum & Jeffrey, 2009). By considering the importance of M-learning for both parties (lecturers and learners) and the positive effects of this technology on improvement of educational processes, adoption and implementation of M-learning are significant issues for universities. However, it is very important that students’ and lecturers’ decision to adopt M-learning are very long-term and complicated processes and there are many factors that can influence this adoption (MacCallum, 2010a). In order to have successful adoption of M-learning, determining these factors, eliminating problems, and highlighting the profits of this new technology for users are very essential. This study presents and discusses the results of a survey with the aim of identifying factors that can impact the adoption of M-learning. In addition, it proposes a new model for this adoption.

The rest of the paper is organized as follow: In the next section, after brief introduction of TAM and related studies, a conceptual model is proposed along with research propositions. This is then followed by the research methodology employed to test the propositions. Next, findings and testing propositions are described in detail. Finally the results are discussed and remarks are concluded.

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