Acceptance of Mobile Learning Technology by Teachers: Influencing Mobile Self-Efficacy and 21st-Century Skills-Based Training

Dahri, Nisar Ahmed; Al-Rahmi, Waleed Mugahed; Almogren, Abeer S.; Yahaya, Noraffandy; Vighio, Muhammad Saleem; Al-Maatouk, Qusay; Al-Rahmi, Ali Mugahed; Al-Adwan, Ahmad Samed

doi:10.3390/su15118514

Cited by 24 publications

(13 citation statements)

References 57 publications

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“…Efforts and expectations are mainly manifested in two aspects of perceived ease of use and complexity, especially when teachers think they can operate mobile learning, they will tend to use it in teaching activities, so teachers perceive the difficulty of using information-based teaching degree will have a significant impact on its usage behavior. This finding is consistent with previous research [52,62] , which has shown that perceived ease of use is a crucial factor in mobile learning acceptation.…”

Section: Discussionsupporting

confidence: 93%

Exploring in-service preschool teachers’ acceptance of mobile learning in science teaching practice

Chen,

Aris,

Rahmat

2023

Environ. Soc. Psychol.

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In the sphere of preschool and elementary education, new interactive technologies built on intelligent mobile devices and auxiliary applications have drawn increasing attention. Based on the UTAUT2 (The expanding of the unified theory of acceptance and use of technology) theoretical model, the purpose of this study is to understand the situation of pre-school preschool teachers’ willingness to use mobile learning. This study conducted a survey on 329 in-service preschool teachers in 9 cities in Fujian Province, China, and conducted data analysis through statistical analysis software SPSS (Statistical Product and Service Solutions) 22.0 and AMOS (Analyze of Moment Structures) 22.0, verifying the UTAUT2 model in Effectiveness in understanding in-service early childhood teachers’ intention to move to learn. The results of structural equation modeling show that the proposed model has acceptable fitting data. The results of the study show that in-service preschool teachers have the willingness to actively accept mobile learning. Among many influencing factors, performance expectancy, effort expectancy, social influence, facilitating conditions, learning value, habit have significantly impact on behavioral intention to accept mobile learning. In addition, hedonic motivation did not support to affect behavioral intention and habit to affect use behavior. The study has important implications for researchers, educators, policy makers and mobile learning app designers.

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Section: Discussionsupporting

confidence: 93%

Exploring in-service preschool teachers’ acceptance of mobile learning in science teaching practice

Chen,

Aris,

Rahmat

2023

Environ. Soc. Psychol.

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“…The behavioral desire to use Zoom for learning reasons is the final mediating factor, and according to one hypothesis (H13), it had a favorable influence on the adoption of Zoom for academic purposes. This is consistent with an earlier study that found a link between behavioral desire to use Zoom for learning and actual use of Zoom for educational purposes [33,105]. The findings of this study demonstrate that the sudden shift to online learning went off without a hitch and that the existing instructional resources were ready for the transition.…”

Section: Discussionsupporting

confidence: 91%

“…According to the authors of [104], the way social networking sites are utilized for learning directly depends on behavioral purpose. The aim of users to use social networks and other system applications serves as the primary justification for models and theories on how people use technology [104,105].…”

Section: Behavioral Intention To Use Zoom At Elementary Education Sch...mentioning

confidence: 99%

The Influence of the Information System Success Model and Theory of Planned Behavior on the Zoom Application Used by Elementary Education Teachers

Alismail

2023

Sustainability

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The study uses the Theory of Planned Behavior and the Influence of Information System Success to understand how users respond to the technology used for teaching and learning. The study intends to look at the relationship between the Information System Success model and Theory of Planned Behavior variables on utilizing the Zoom application by elementary education teachers, as well as how teachers’ satisfaction and intention to use technology affect the usage of technology. The primary approach for gathering data involved distributing the Influence of Information System Success model and Theory of Planned Behavior theories questionnaire survey to teachers in elementary education. A total of 219 elementary school teachers in Saudi Arabia who prepared for their online classes participated in the survey for this research. According to the study’s findings, behavioral intentions for using Zoom for educational purposes and user satisfaction have a strong positive association. Additionally, there is a strong association between other variables and users’ intention to use and satisfaction with the product (i.e., perceived technology fit, educational system quality, information quality, attitude towards using Zoom in elementary education, perceived behavioral control, and subjective norm). The findings also show that data points are favorably connected with the teachers’ satisfaction and intention for using the Zoom factors of the Information System Success model and Theory of Planned Behavior theories, despite the fact that there is no connection between both the attitudes towards utilizing Zoom and the behavioral intention to use Zoom for teaching elementary education students.

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“…Mobile learning, as defined by Naismith et al (2004), is an instructional approach that leverages mobile technology. Furthermore, research by Peters (2007) and Dahri et al (2023) demonstrated that mobile learning's unique relevance is its adaptation to time and place. The sharing and exchange of information via mobile learning within academic institutions is an emerging subject of discourse (Salhab & Daher, 2023).…”

Section: Mobile Learning In Higher Institutionsmentioning

confidence: 99%

“…These capabilities facilitate individualized, contextual, collaborative, and informal learning by allowing students to build technological and communicative skills, communicate, exchange knowledge, and improve learning outcomes. Unquestionably, the proliferation of mobile devices has given rise to mobile learning as a feasible substitute for students desiring to attain fresh proficiencies or update pre-existing ones (Dahri et al, 2023). However, COVID-19 has prompted system adjustments at educational institutions, which raises concerns regarding the quality of education and the prospects of students.…”

Section: Mobile Learning In Higher Institutionsmentioning

confidence: 99%

Sustainable Learning Environment Amidst the Pandemic: An Adoption of Mobile Learning Readiness Among Undergraduate Students in Malaysia's Higher Institutions

Kassim Normalini,

Fei,

Normila Mohamad

et al. 2024

JITE:Research

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Aim/Purpose: The present study explores the key determinants that influence the intention of public higher education institutions in Malaysia to utilize mobile learning. Furthermore, this study investigates the correlation between these attributes and the components that affect the sustainability viability of mobile learning. Background: The proliferation of mobile devices and the impact of COVID-19 have both played a role in the exponential growth of mobile learning. Mobile learning has emerged as an essential instrument and principal approach to student education within the higher education system amidst the pandemic. Nevertheless, research concerning the sustainability of mobile learning is still in its nascent phases in the post-pandemic period. Methodology: Structural equation modeling is utilized to analyze the gathered data and validate the hypotheses in this study, which comprises an online survey of 280 undergraduate students attending public higher education institutions in Malaysia. Contribution: This mobile learning research on the sustainability of learning environments during COVID-19 adds to the educational literature. This study reconstructs the antecedent factors of three fundamental constructs of the Theory of Planned Behavior (TPB) to explain the features of mobile learning sustainability. This research provides a theoretical framework for mobile learning sustainability. Findings: Based on the empirical evidence, the intention to adopt mobile learning in Malaysian higher education institutions is notably and directly influenced by attitude, subjective norms, and perceived behavioral control. Additionally, the core constructs of TPB are significantly impacted by perceived usefulness, instructor readiness, student readiness, perceived self-efficacy, and learning autonomy. Nevertheless, in Malaysian higher education institutions, the intention to adopt mobile learning is not significantly affected by the perceived ease of use. Recommendations for Practitioners: Mobile learning providers should work on enhancing the performance of this technology to improve content appropriateness and support. Higher education administrators should improve faculty readiness to strengthen the sustainability and efficacy of mobile learning. Improving students’ self-discipline in mobile learning and their perceived preparedness and self-efficacy is critical. Recommendation for Researchers: This study provides future researchers with a comprehensive perspective on mobile learning, which should be studied regarding technology acceptance, self-perception, and external influences, as well as a holistic research framework that combines internal and external aspects to explain mobile learning adoption behavior. Furthermore, future researchers should broaden their study horizons to include other educational institutions and populations and identify disparities to encourage broader use of mobile learning. Impact on Society: COVID-19 has profoundly impacted educational quality and the achievement of sustainable development goals (SDGs). This study demonstrates how mobile learning gives a unique chance for students to continue their learning journey from the comfort of their homes, lessening the disruption caused by pandemics and contributing to the progress of excellent education globally. Future Research: Based on the findings, future research should broaden the study’s scope to include selecting students (undergraduate and postgraduate) and instructors from multiple universities in various states of Malaysia, collecting data and examining the differences between them, and providing an overall view of mobile learning adoption behaviors (intention to adopt and actual usage) from the perspective of both interactions.

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Acceptance of Mobile Learning Technology by Teachers: Influencing Mobile Self-Efficacy and 21st-Century Skills-Based Training

Cited by 24 publications

References 57 publications

Exploring in-service preschool teachers’ acceptance of mobile learning in science teaching practice

Exploring in-service preschool teachers’ acceptance of mobile learning in science teaching practice

The Influence of the Information System Success Model and Theory of Planned Behavior on the Zoom Application Used by Elementary Education Teachers

Sustainable Learning Environment Amidst the Pandemic: An Adoption of Mobile Learning Readiness Among Undergraduate Students in Malaysia's Higher Institutions

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