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A Model for Mobile Learning Service Quality in University Environment

A Model for Mobile Learning Service Quality in University Environment

Nabeel Farouq Al-Mushasha, Shahizan Hassan
Copyright: © 2009 |Volume: 1 |Issue: 1 |Pages: 22
ISSN: 1937-9412|EISSN: 1937-9404|ISSN: 1937-9412|EISBN13: 9781615204120|EISSN: 1937-9404|DOI: 10.4018/jmcmc.2009010105
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MLA

Al-Mushasha, Nabeel Farouq, and Shahizan Hassan. "A Model for Mobile Learning Service Quality in University Environment." IJMCMC vol.1, no.1 2009: pp.70-91. http://doi.org/10.4018/jmcmc.2009010105

APA

Al-Mushasha, N. F. & Hassan, S. (2009). A Model for Mobile Learning Service Quality in University Environment. International Journal of Mobile Computing and Multimedia Communications (IJMCMC), 1(1), 70-91. http://doi.org/10.4018/jmcmc.2009010105

Chicago

Al-Mushasha, Nabeel Farouq, and Shahizan Hassan. "A Model for Mobile Learning Service Quality in University Environment," International Journal of Mobile Computing and Multimedia Communications (IJMCMC) 1, no.1: 70-91. http://doi.org/10.4018/jmcmc.2009010105

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Abstract

It is generally known that accessibility and mobility are the main barriers for effective implementation of electronic learning. However, the advent of mobile technology could be a potential solution to remove the barriers. Nevertheless, there is a lack of research that addresses the issue of mobile learning service quality in a university environment. This study aims to propose a service quality model for m-learning in a university environment. A questionnaire survey was conducted which measured ten dependent variables and three independent variables. The dependent variables were meant to measure service quality, information quality, and system quality. The dependent variables were meant to measure the causal relationship between overall learners’ perceived service quality, learner satisfaction, and learner behavioral intention to use the service in future. The findings revealed that the factors that lead to service quality of m-learning in a university environment were interface design, reliability, trust, content usefulness, content adequacy, ease of use, accessibility, and interactivity. The findings also indicates that there are causal relationships between learner satisfaction with overall service quality, and learner satisfaction with learner behavioral intention.

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