Instructor Acceptance of Mobile Learning in Saudi Arabia: A Case Study of Hail University

Abstract

Mobile technology has influenced almost every aspect of our modern lives. The enhancement of learning in Saudi Arabia, as well as significant development in education overall, may be possible through mobile learning. However, the successful implementation of mobile learning in tertiary education profoundly relies on the acceptance of mobile learning from both students and instructors. Most mobile learning acceptance studies target higher education students. Therefore, this study aimed at examining the factors that affect university instructors' intentions to use mobile learning at Hail University. Eighty instructors completed the online survey, and the results indicated that performance experience, effort expectancy, social influence, and facilitating conditions altogether predicted the instructors' use of mobile learning, as 67% of the variation was found to be affected by these variables in the multiple regression analysis outcome. The results also suggested that effort expectancy is the best predictor of instructors' behavioural intentions to use mobile learning.

The Influence of Mobile Technology Adoption among Secondary School Teachers using the UTAUT2 Model

“…Therefore, H 2 was accepted. This finding supports the research conducted by [32], [33]. Earlier, a study by [32] devices believe it can be a learning tool to help improve learning outcomes.…”

“…Therefore, H 4 was rejected. Several previous studies have shown results that are in line with the studies conducted [33], [35]. Studies by [33] show that facilitating conditions is not a key factor for educators to implement quality teaching involving MT.…”

“…Several previous studies have shown results that are in line with the studies conducted [33], [35]. Studies by [33] show that facilitating conditions is not a key factor for educators to implement quality teaching involving MT. Meanwhile, research on pre teachers also found that this component did not contribute to behavior in implementing MT-based learning, such as m-learning [35].…”

“…Earlier, a study by [32] devices believe it can be a learning tool to help improve learning outcomes. Teachers are also encouraged to enhance their skills, knowledge and also the experience of using MT to create a more positive impact on teaching [33]. On the other hand, SI has no positive relationship with TBIMT.…”

A Systematic Literature Review on Mobile Learning in Saudi Arabia

“…With regard to students perceived 'mobile learning acceptance, findings seem to suggest eight key factors that influence the adoption of m-learning by higher education students in Saudi Arabia. These include performance expectancy, effort expectancy, facilitating conditions, social influence , environmental factors, nature of the institution's leadership, technological, access, organisational, and individual [21], [22]. While the other factors that influence the adoption of m-learning by higher education students in developed countries such as Japan, Korea, Australia and UK include perceived convenience, perceived ease of use and perceived usefulness, instant connectivity, compatibility, interaction, content enrichment, and computer self-efficacy, influencing the perceived usefulness of Technology Acceptance Model (TAM) [23], [24], [25].…”