The adoption of mobile cloud computing (MCC) in education systems still faces several obstacles due to technical, environmental, psychological, and individual issues. Considering numerous advantages associated with the adoption of MCC, this article evaluates the frequency of using MCC by students at King Abdul-Aziz University (KAU) and investigates the factors that influence student intention to use MCC. A survey approach has been used to include 163 students of KAU through a random sampling. Results showed that the attitude towards MCC, perceived ease of use, perceived usefulness, social influence, accessibility of technology, individual characteristics, perceived privacy, and security are all important determinants of intention to use MCC. Findings contribute towards research and practice by revealing crucial factors that impact student intention to adopt mobile cloud computing in developing countries.

The adoption of mobile cloud computing (MCC) in education systems still faces several obstacles due to technical, environmental, psychological, and individual issues. Considering numerous advantages associated with the adoption of MCC, this article evaluates the frequency of using MCC by students at King Abdul-Aziz University (KAU) and investigates the factors that influence student intention to use MCC. A survey approach has been used to include 163 students of KAU through a random sampling. Results showed that the attitude towards MCC, perceived ease of use, perceived usefulness, social influence, accessibility of technology, individual characteristics, perceived privacy, and security are all important determinants of intention to use MCC. Findings contribute towards research and practice by revealing crucial factors that impact student intention to adopt mobile cloud computing in developing countries.

The eLearning industry has grown rapidly in recent years, and as a result in the context of higher education there is significant interest in implementing and managing eLearning through Learning Management Systems (LMS). This study uses the Technology Acceptance Model (TAM) to test faculty members' acceptance of a new LMS using structural equation modeling (SEM). In addition, the study extends the model by incorporating two external factors: training programs on the new LMS conducted prior to implementation and organizational support for the new LMS. Each of these two factors is generally believed to have a significant impact on the acceptance of a new LMS on the part of faculty members. The results of this study validate the use of TAM in the context of higher education. Further, our findings affirm the importance of providing training in regard to the LMS before implementation and likewise the importance of providing organizational support.