The present study develops and examines a research model extending from the Delone and Mclean information system success model by integrating perceived innovation of IT, perceived cost, and relative advantages construct of M-learning application quality; and provide the latest perceptions of students' satisfaction towards M-learning applications. Data was collected using a closed-ended questionnaire and probability proportional stratified sampling was conducted. Findings show a strong relationship between trait factors (mobile application content quality, mobile application quality, and mobile application service quality) with student satisfaction in relation to M-learning application quality. Results show other factors (perceived cost, perceived innovation, and relative advantages of mobile application) have positive and significant effect on students' satisfaction of M-learning application quality. The present study shall be beneficial in enhancing level of higher educational system by paying proper attention on successful implementation of application quality.
Top1. Introduction
Due to covid-19 pandemic, many countries declared emergency lockdown in whole nation, which affected schools, colleges and universities as they were crowded and unavoidable. Information technology and internet usage show tremendous growth and development, there is also a change in the perception of learning with the integration of updated technologies like m-learning applications (Almaiah & Al mulhem, 2018a; Almaiah et al., 2020). This situation forces us to move from traditional learning process which is face-to-face teaching to m-learning. The Learning Management System (LMS) with mobile application i.e. mobile learning application is one of the updated IT tools that impede learning and education by removing the curb of time and place. M-learning is considered a potential tool that provides new opportunities in the area of education and learning assessment (Alalwan et al., 2017; Nikou & Economides, 2017). Many higher education institutions have incorporated M-learning application educational programs due to restrictions of time and place (Cheng, 2012). Mobile learning applications have advantages like easy accessibility services, cost effectiveness, and movable service benefits which make it widely acceptable (Almaiah, Jalil & Man, 2016a). During pandemic, numerous educators and students made several successful endeavors to utilise the m-learning technologies to continue the educational process.
However, the major challenge was sudden shift to M-learning application services from old learning style which required training (Heddy & Vongkulluksn, 2019). However, students accepted and adopted new innovative methods of M-learning application which included virtual reality simulations, live streaming lectures and video conferencing using Zoom, Google classes etc. and continued their learning (Hargittai, 2020; Brandt, et. al., 2020; Marcus, et al., 2019 & Navarro et, al., 2016). Flexibility given by small mobile devices is one of the most important tools in learning process. Android phones, Smartphones, Personal digital assistants and tablets play a crucial part in paving the path of higher learning education system (Abachi & Muhammad 2014). Many previous studies reveal that M-learning apps are more impactful than any other previous learning method. Mobile learning methods improve access to education by eliminating the restriction of time and distance. This provides anytime and anywhere flexibility to students for taking any global online courses to become lifelong learners of m-learning apps (Suartama, et, al., 2019 & Purcell 2017). Mobile learning provides some other special benefits like mobility, self-study freedom, sharing information and facilitating teacher- student interaction to support learners (Bidin & Ziden 2013; Viberg & Grönlund 2013). Education through mobile application has now become an important tool in higher education system.