<p class="3">Mobile devices are increasingly coming to penetrate people's daily lives. Mobile learning (m-learning) is viewed as key to the coming era of electronic learning (e-learning). In the meantime, the use of mobile devices for learning has made a significant contribution to delivering education among higher education students worldwide. However, while m-learning is being widely adopted in developed countries, the adoption of such an approach in developing countries is still immature and underdeveloped. Developing countries are facing several challenges and lagging behind in terms of adopting m-learning in higher education. Thus, this paper explores the factors that have an impact on students’ intentions and readiness to adopt m-learning in higher education in Jordan. Based on the data collected from the field, we examine Jordanian students' requirements and preferences in terms of m-learning design, and we also investigate their concerns about adopting m-learning. This empirical study collected data from students using a paper-based questionnaire. The results reveal that students' intentions to adopt m-learning is influenced by several factors that include the relative advantage, complexity, social influence, perceived enjoyment, and the self-management of learning. By providing a picture of students' willingness to adopt m-learning, this study offers useful and beneficial implications for developers of m-learning applications and for educational providers to guide the design and implementation of comprehensive m-learning systems.</p>

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.

Trust is viewed as a crucial factor in social commerce due to the prominent role and significant amount of peer-generated contents. The current study aims to investigate the relationship between trust in social commerce and customers' purchase intentions by providing a mechanism to describe this relationship. Thus, a proposed model is developed based on three concepts: social presence, social commerce information seeking and familiarity with the platform. The model explains the mechanisms through which social commerce information seeking, familiarity, social presence and trust influence customers' intentions to purchase from social commerce platforms. For the purpose of this study, a survey is designed and distributed to Facebook users. The findings demonstrate that trust in a social networking site has positive influence on purchase intentions. Moreover, trust encourages information seeking, which in turn improves purchase intentions. Furthermore, both social presence and familiarity are found to enhance trust and purchase intentions. According to the findings, several managerial and theoretical implications are highlighted. Particularly, as the first study to investigate the adoption of social commerce among Jordanian customers, this study offers valuable insights and implications for Jordanian firms' managers and marketers who are targeting direct sales on social networking platforms.

In higher education learning, e-learning systems have become renowned tools worldwide. The evident importance of e-learning in higher education has resulted in a prenominal increase in the number of e-learning systems delivering various forms of services, especially when traditional education (face-to-face) was suddenly forced to move online due to the COVID-19 outbreak. Accordingly, assessing e-learning systems is pivotal in the interest of effective use and successful implementation. By relying on the related literature review, an extensive model is developed by integrating the information system success model (ISSM) and the technology acceptance model (TAM) to illustrate key factors that influence the success of e-learning systems. Based on the proposed model, theory-based hypotheses are tested through structural equation modeling employing empirical data gathered through a survey questionnaire of 537 students from three private universities in Jordan. The findings demonstrate that quality factors, including instructor, technical system, support service, educational systems, and course content quality, have a direct positive influence on students’ satisfaction, perceived usefulness, and system use. Moreover, self-regulated learning negatively affects students’ satisfaction, perceived usefulness, and system use. Students’ satisfaction, perceived usefulness, and system use are key predictors of their academic performance. These findings provide e-learning stakeholders with important implications that guarantee the effective, successful use of e-learning that positively affects students’ learning.

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