Determine the Main Target Audience Characteristics in M-learning Applications in Saudi Arabian University Communities

Abstract

In the fourth economic revolution, which is based on digital transformation, the e-learning process represents one of the most important processes needed to deal with the revolution through increased skills and knowledge. Thus, the automation services in the e-learning field represent one of the most important and supportive means of transferring and disseminating knowledge to reach a diverse and wide segment. This study focuses on defining the parameters and characteristics of the target audience, who are interested in the e-learning method, through smart device applications in higher education institutions in Saudi Arabia. The study used a quantitative method and data collected from 539 participants from several universities and institutes to determine their characteristics. The study segment represents one of the basic aspects of and full motivations for accepting new technology; 70% of Saudi smart device users form the youth segment, which is the university age group. This is the category that is expected to have the most use of e-learning in light of the coronavirus pandemic, which has cast a shadow over the six continents of the world. This approach could help the adoption of M-learning applications by the target audience according to a number of technical and design requirements, which are presented in this study.

Determining factors that can influence the understanding and acceptance of advanced technologies in universities' teaching and learning

“…The findings of this systematic research work further clearly show that PEOU has a significant impact on the acceptance of the technology, and this corresponded with research conducted by Alsmadi (2020), Chatti and Hadoussa (2021), and Badwelan and Bahaddad (2021). This means that the easier the system is, the greater its acceptance, and vice versa.…”

“…And this indicated that technical support has a positive influence on the acceptance of the technology, and this corresponds with research conducted by Alsmadi (2020), Chatti andHadoussa (2021), Al-Mamary et al, (2021), and Badwelan and Bahaddad (2021). Students face technical problems and are unable to solve them.…”

“…Based on 16 studies conducted between 2019 and 2022 in the field of intention and acceptance of the use of technology in the field of education in the context of Saudi Arabia which mentioned 33 factors affecting the acceptance as well as the actual intent to be used advanced technologies, which are the study of Khan et al (2021, Almaiah et al (2022), Afandi (2022), Alharbi et al (2021), Chatti andHadoussa (2021), Al-Ghurbani et al (2022), Alsmadi (2020), Alharbi et al (2019), Alammary et al (2021), Al-Shargabi et al (2021, Alshehri and Alahmari (2021), Binyamin et al (2019), Badwelan and Bahaddad (2021), and Alkhaldi et al (2021).…”

Learning with smartphones: the acceptance of m-learning in higher education

“…, 2018; Abdallah et al. , 2021; Alyoussef, 2021; Badwelan and Bahaddad, 2021; Al Rahmi et al. , 2022).…”

“…Identifying these factors is crucial for learners, teachers, and m-learning developers. Hence, other factors such as students' acceptance should be taken into consideration to successfully adapt m-learning to higher education (Thomas et al, 2013;Al-Emran et al, 2018;Abdallah et al, 2021;Alyoussef, 2021;Badwelan and Bahaddad, 2021;Al Rahmi et al, 2022).…”