Adult learners' intention to adopt mobile learning: A motivational perspective

Abstract

Mobile learning (m-learning) is gaining popularity as the "anytime, anywhere" online learning channel. Academics and practitioners alike are showing interest in examining its ability to support online learning. However, prior studies have highlighted the challenges in promoting m-learning adoption. The extantm-learning literature has mainly focused on technology related factors to examine m-learning adoption. However few studies have investigated this topic from the users" motivation perspective and even fewer from an adult learner context. Hence this study employsthe Uses and Gratification Theory to provide a betterunderstanding of what motivates m-learning adoptionin adult learners. The research findings suggest that adult learners" intention to use m-learning is influenced by their affective needs and social integrative needs through attitude. This paper concludes by noting the theoretical and practical contributions.

The role of mobile learning on the learning environment shifting at high school in Indonesia

“…These results support other researchers concerning on the mobile technology enhancing learning. For example, Hasyim et al (2015) reported that gender did not give effect to mobile learning adoption but cognitive, affective and social needs. Furió et al (2015) also reported the same result when they studied the satisfaction aspect regarding gender; Yau and Leung (2016) related to attitude and self-efficacy in mobile learning; Faqih and Jaradat (2015) found that gender did not have moderation effect.…”

“…Aspects that should be taken into account are: (1) aspects of the device that refer to the physical characteristics, technical, and functional from mobile devices (Lee et al, 2015;Looi et al, 2015); (2) aspects of learners including the individual cognitive abilities, memory, knowledge, emotions, and perhaps motivation. This aspect explains how students use what they already know and how they encode, store, and transfer information (Kent et al, 2016;Hasyim et al, 2015); and (3) the social aspect associated with and explain the process of social interaction and cooperation (Sung et al, 2015;Alfarani, 2015;Brown and Mbati, 2015): while someone joining a new community, he must share the customs and culture of their own and learned people of the new community.…”

Predicting the Drivers of the Intention to Use Mobile Learning in South Korea

“…While these studies provide valuable baseline data for examining the acceptance of or satisfaction with mobile learning, they provide only limited clues as to why the acceptance of mobile learning is refused or delayed [7], [8].…”

A Revision of the Literature Concerned with Mobile, Ubiquitous, and Pervasive Learning: A Survey

“…• Motivation is investigated in [130] from the adults' learner perspective by means of the uses and gratification theory [131] to understand what motivates m-learning adoption. The findings suggest that adult learners' intention to use m-learning is influenced by their cognitive, affective, and social needs through attitude.…”