No abstract

This study adopted two key variables of the technology acceptance model, thus perceived usefulness, self-efficacy, and (gratification) variable of uses and gratification theory to understand how the three variables predict students’ behavioral intentions towards the use of mobile learning devices (MLDs). The sample was drawn from 447 selected participants from four private universities in Gaborone, Botswana. The researcher analyzed the data and presented the findings by testing the suggested research model and the hypotheses through structural equation modeling. Regression analysis was carried out with SmartPLS to assess the path coefficient of the data collected for the model. The findings suggest that two of the key variables tested, thus self-efficacy and perceived usefulness of MLDs positively influenced students’ gratification and were statistically significant. However, two out of the three of the determinant variables of perceived usefulness (information seeking, and social connections) all had positive relations with students’ perceptions of gratification, and behavioral intentions towards MLDs. This study concludes that, information seeking, and social connections variables of the perceived usefulness, connote the positive relationships with students’ perceptions of gratification with MLDs. Furthermore, the findings suggest that students could improve behavioral intentions concerning the relevance of MLDs application in institutions of higher learning by applying varied MLDs at their disposal.

As technology-mediated innovations like Mobile Learning Devices (MLDs) spread rapidly across the globe, there are growing concerns on the actual factors that influence students in Higher Educational institutions (HEIs) to accept technology-mediated innovations like smartphones, tablets, and portable computing devices for their educational pursuit. This study adopted Technology Acceptance Model (TAM) as a theoretical basis in an attempt to investigate factors that might influence students to accept or decline the use of technology-mediated innovations specifically MLDs for academic purposes from the perspectives of three universities in Ghana. A set of online questionnaire survey was used to collect the needed data from (N=1,030) students. The researchers also conducted data analysis and presentation of findings by testing the suggested research model through Structural Equation Modelling. A regression analysis was also carried out with the help of SmartPLS to assess the path coefficient of the data collected for the model. This study identified influencing factors such as students' awareness levels, m-learning technology types, perceived ease of use, and perceived usefulness as some of the central factors that determine how students use and accept m-learning devices in Ghanaian universities. The study reported limitations such as expensive internet data, poor internet infrastructure, insecurity, privacy issues, and unavailability of electricity as some of the factors limiting the acceptance of MLDs by students in Ghana. Despite the limitations reported in this study, the results from the statistical analysis, show that there are high levels of MLDs acceptance among students from the three sampled higher educational institutions in Ghana. The study recommends that school authorities and governments in developing countries such as Ghana incorporate MLDs in their current higher educational systems.