Acceptance of mobile technologies and m-learning in higher education learning: An explorative study at the Faculty of Humanities and Social Science at the University of Zagreb

Vrana, Radovan

doi:10.23919/mipro.2018.8400137

Cited by 11 publications

(9 citation statements)

References 7 publications

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“…Supported by [38], [52], [26], and [6], the findings also propose that the variable of Personnel innovativeness is a substantial enabler of M-learning acceptance. A student with strong personal innovativeness is ready to take risks and try the innovation.…”

Section: Discussionmentioning

confidence: 68%

“…Even though the decent and the indecent aspects of mobile devices are clear to all, it remains unclear what inspires learners to accept such technology in their learning and whether such usage has a long-term positive impact on the growth of education in general and on students' academic achievement in particular. This is where dedicated models and theories come in to elucidate the technological acceptance phenomenon [26].…”

Section: M-learningmentioning

confidence: 99%

“…Ease of use and complexity (TAM2) are viewed as the two constructs from prior frameworks that are related to the conception of effort expectancy. Literature shows that M-learning adoption is largely affected by the learning system's ease to use construct [8,26,40,41]. M-learning used by learners of higher education should be simple to learn and should take a short time to comprehend [19].…”

Section: B Effort Expectancy (Ee)mentioning

confidence: 99%

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Factors Affecting Mobile Learning Acceptance in Higher Education: An Empirical Study

Abdallah¹,

Abdallah²,

Bohra³

2021

IJACSA

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The use of mobile tools to support learning and teaching activities has become a significant part of the informal learning process. Mobile learning (M-learning) is used to considerably develop the forms of learning activities made by learners, and support the learning process. The effective application of M-learning in higher educational institutions, however, is based on the learners' adoption. It is therefore essential to define and investigate the factors affecting the desire of learners to use and adopt M-learning. Thus, this research investigates the factors affecting students' intention to adopt Mlearning in institutions of higher education. To achieve the objectives of this research, a model is proposed based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model and the Technology Acceptance Model (TAM). The instrument is developed using validated items from previous studies and shreds of literature. Data for this quantitative study are collected from undergraduate and postgraduate students. A Structural Equation Model (SEM) is used to analyze the data collected from 218 participants using a survey questionnaire. The findings show that students' intention to adopt M-learning is shaped by various variables consisting of personnel innovativeness, self-management, facilitating conditions, social influence, relative advantage, and effort expectancy. The research results also present several practical contributions and implications for M-learning adoption in terms of research and practice. Investigation of the required determinants may contribute to gain learners' adoption and is important to enhance the learning experience of students and help them improve their knowledge and academic achievement. The contribution of this paper lies in defining the factors influencing the acceptance and use of M-learning systems by students of higher education in Palestine. Hopefully, the results of the study are valuable for policy-makers in designing comprehensive M-learning systems.

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Section: Discussionmentioning

confidence: 68%

Section: M-learningmentioning

confidence: 99%

Section: B Effort Expectancy (Ee)mentioning

confidence: 99%

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Factors Affecting Mobile Learning Acceptance in Higher Education: An Empirical Study

Abdallah¹,

Abdallah²,

Bohra³

2021

IJACSA

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“…Because this work was exploratory, we did not conduct a formal power analysis. Instead, we aimed to recruit at least 300 students (Hao et al 2017) and 100 instructors/professors (Vrana 2018) or as many participants as we could before our stopping rule: complete data collection by the end of December, 2018 (approximately 1 month after data collection started). We chose this stopping rule due to time constraints.…”

Section: Participantsmentioning

confidence: 99%

Perceptions of an evidence-based empathy mobile app in post-secondary education

2020

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Cognitive empathy (also known as perspective-taking) is an important, teachable, skill. As part of a knowledge translation project, we identified a) interest in an evidence-based cognitive empathy mobile app and b) which faculties believe that cognitive empathy is important for their profession. Students (n = 638) and instructors/professors (n = 38) completed a university-wide survey. Participants in Education, Social Work, and the Health Sciences were among those most interested in the app. The majority of participants said that they would prefer for the app to be free or less than $3 for students. Most participants preferred a one-time payment option. Across 17 faculties, all but one had 60% or more of its sampled members say that cognitive empathy is important for their profession. Results illuminate perceptions of cognitive empathy instruction and technology. Results also provide insight into issues to consider when developing and implementing an educational communication app.

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“…According to Vrana (2018) Mobile technology, one of them is mobile phone have become prevalent in recent times.…”

Section: Introductionmentioning

confidence: 99%

The Students’ Perception Toward Using Mobile Technology for Learning English

novarita¹

2021

ELSA

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The aim of this study is to find out the students’ perception toward using mobile technology for learning at Baturaja University. This study used the qualitative descriptive research design. The writer conducts 78 students as population of English Education Study Program. The writer only took 65 students as the sample by applying purposive sampling. The data was collected through the students’ perception questionnaire. Then the writer used descriptive statistics analysis technique using SPSS for analyzing the data based on percentage and frequency distributions. The results showed that overwhelming number of university had perceived usefulness and perceived ease of use toward the use of mobile technology for learning English. Majority of university students agreed that mobile technology was useful and easy to use for learning English. The findings indicated that students had high agreement interpretation on the using of mobile technology in perceived usefulness and ease of use to access mobile technology for learning English

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Acceptance of mobile technologies and m-learning in higher education learning: An explorative study at the Faculty of Humanities and Social Science at the University of Zagreb

Cited by 11 publications

References 7 publications

Factors Affecting Mobile Learning Acceptance in Higher Education: An Empirical Study

Factors Affecting Mobile Learning Acceptance in Higher Education: An Empirical Study

Perceptions of an evidence-based empathy mobile app in post-secondary education

The Students’ Perception Toward Using Mobile Technology for Learning English

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