A meta-analysis of critical success factors affecting mobile learning

Alrasheedi, Muasaad; Capretz, Luiz Fernando

doi:10.1109/tale.2013.6654443

Cited by 57 publications

(80 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Song (2014) Hsu and Ching (2015) reviewed 17 articles to categorise the models and frameworks developed specifically for mobile learning. Alrasheedi and Capretz (2015) reviewed 19 articles to determine critical success factors affecting mobile learning. Parsons (2014) noted the number of previous reviews, yet highlighted that most reviews tended to focus on a specific subset of the literature or a particular aspect of mobile learning.…”

Section: Previous Studiesmentioning

confidence: 99%

Research Trends in Mobile Learning in Higher Education: A Systematic Review of Articles (2011 – 2015)

Krull

Duart

2017

IRRODL

View full text Add to dashboard Cite

The potential and use of mobile devices in higher education has been a key issue for educational research and practice since the widespread adoption of these devices. Due to the evolving nature and affordances of mobile technologies, it is an area that requires ongoing investigation. This study aims to identify emerging trends in mobile learning research in higher education in order to provide insights for researchers and educators around research topics and issues for further exploration. This study analysed the research themes, methods, settings, and technologies in mobile learning research in higher education from 2011 to 2015. A total of 233 refereed articles were selected and analysed from peer reviewed journals. The results were compared to three previous literature review-based research studies focused between 2001 and 2010 to identify similarities and differences. Key findings indicated that: (a) mobile learning in higher education is a growing field as evidenced by the increasing variety of research topics, methods, and researchers; (b) the most common research topic continues to be about enabling m-learning applications and systems; and (c) mobile phones continue to be the most widely used devices in mobile learning studies, however, more and more studies work across different devices, rather than focusing on specific devices.

show abstract

Section: Previous Studiesmentioning

confidence: 99%

Research Trends in Mobile Learning in Higher Education: A Systematic Review of Articles (2011 – 2015)

Krull

Duart

2017

IRRODL

View full text Add to dashboard Cite

show abstract

“…Another notable imbalance within the mobile device literature is the dominance of studies exploring student perspectives as opposed to academic perspectives (Alrasheedi and Capretz 2015a;Hwang and Tsai 2011). This is surprising considering the autonomy of academics in relation to their classroom activities (Guest and Clinton 2007;Jacobsen 1998).…”

Section: Technology Acceptance Theoriesmentioning

confidence: 99%

“…They followed this up with a quantitative investigation in Saudi Arabia, drawing upon the few identified factors from their meta-analysis to formulate survey questions (Alrasheedi and Capretz 2015a). They found academics to be divided in what they thought were critical factors and had difficulty identifying any of these factors as statistically significant (Alrasheedi and Capretz 2015a).…”

Section: Academic Acceptance Of Byodmentioning

confidence: 99%

To BYOD or not to BYOD: factors affecting academic acceptance of student mobile devices in the classroom

Gillies

2016

Research in Learning Technology

View full text Add to dashboard Cite

This article reports on factors affecting local academic acceptance of bring your own devices (BYOD). A review of the literature revealed a paucity of studies that have explored the complex factors that affect academic use and intention to use mobile devices in the classroom, with even less exploring truly ubiquitous and varied personal devices as opposed to supplied institutional or research study sets. A detailed qualitative investigation with 14 academics was undertaken, drawing upon and aiming to compliment mature acceptance research. Firstly by employing a focus group to identify initial psychological factors and the relevance of acceptance theories to the local context. Then, secondly by using in-depth semi-structured interviews, shaped by acceptance categories, to identify a breadth of psychological factors affecting faculty use and intention to use BYOD. This small-scale study found clear distinctions in local academic perceptions of BYOD compared with faculty devices and reported a range of factors that appeared to distinctly affect local academic acceptance of BYOD.

show abstract

“…The model derives its theoretical foundations by combining the previous work by (Alrasheedi and Capretz, 2013;Alrasheedi, Capretz and Raza, 2015). The model uses six CSFs: 1-the technical competence of students, 2-the personalisation of m-Learning, 3-the ability to make learning interesting, 4-an increase in productivity, 5-the access to the Internet, and 6-the accessibility of the platform.…”

Section: Research Model and Hypothesesmentioning

confidence: 99%

Students' perspectives of mobile learning platforms: an empirical study

Alrasheedi¹,

Capretz²,

Raza³

2015

IJTEL

Self Cite

View full text Add to dashboard Cite

Educational institutions are becoming involved in adopting technological innovations like the mobile learning (m-Learning) platform for education. Mobile technologies are the next frontier as infrastructure for m-Learning because they can provide high-quality learning capabilities to satisfy the rising student demand for mobility and flexibility due to the ubiquitous nature of mobile technology (smartphones) and the vast opportunities it offers, there are indications that smartphones could lead the next generation for learning platforms. Researchers have examined the idea from several angles and produced a copious amount of literature devoted to explaining the interrelationships of technology and learning. In this research we aim to offer a view of students' perspectives, giving a systematic examination of m-Learning adoption that can be used as a framework for further research into the success of m-Learning. We found that making learning more interesting, increasing productivity, and providing internet access had the greatest effect on student's perceptions.Keywords: critical success factors; m-learning; mobile learning.Reference to this paper should be made as follows: Alrasheedi, M., Capretz, L.F., and Raza, A. (2015) 'Students' perspectives of mobile learning platforms: an empirical study ', Int. J. Technology Enhanced Learning, Vol. 7, No. 4,

show abstract

A meta-analysis of critical success factors affecting mobile learning

Cited by 57 publications

References 20 publications

Research Trends in Mobile Learning in Higher Education: A Systematic Review of Articles (2011 – 2015)

Research Trends in Mobile Learning in Higher Education: A Systematic Review of Articles (2011 – 2015)

To BYOD or not to BYOD: factors affecting academic acceptance of student mobile devices in the classroom

Students' perspectives of mobile learning platforms: an empirical study

Contact Info

Product

Resources

About