Integrating user interface and personal innovativeness into the TAM for mobile learning in Cyber University

Joo, Young Ju; Lee, Hyeon Woo; Ham, Yookyoung

doi:10.1007/s12528-014-9081-2

Cited by 109 publications

(94 citation statements)

References 39 publications

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“…This unsurprisingly enhances the usefulness of this learning technology. Joo et al also considered perceived usefulness an important factor in improving the acceptance of mobile learning technologies at Cyber University. The context of university is similar to this study, which was also conducted in a university.…”

Section: Discussionmentioning

confidence: 99%

“…Via Structural Equation Modeling by Joo et al extended the TAM for mobile learning by including the constructs, that is, user interface and personal innovativeness in Cyber University. They argued that perceived usefulness and ease of use, significantly influenced by mobile technology user interface, were positively correlated with satisfaction in mobile learning, and perceived usefulness, and satisfaction in mobile learning could positively influence users’ intention to use mobile technologies . Different from this mobile technology limited to Cyber University, Rain Classroom has been widely used in many educational institutes involving universities, colleges, and schools.…”

Section: Literature Reviewmentioning

confidence: 99%

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An extended technology acceptance model of a mobile learning technology

Xiaozhi

2019

Comp Applic In Engineering

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Rain Classroom, a popular mobile app developed by the most distinguished university in Asia, is a product of mobile technological revolution. Few studies have, however, formulated its acceptance model by including the constructs of peer and superior influences. This study’s primary investigation is the impact of peer and superior influences on learners’ usage of Rain Classroom within the technology acceptance model (TAM) framework. Both constructs are entered into an extended TAM as external variables impacting on the core constructs in the prevailing TAM literature: perceived usefulness, ease of use, enjoyment, and continuance intention. The investigation is conducted within the context of university students’ utilization of Rain Classroom. A sample of 293 students from a higher education institution in East China participated in this study. Using correlation analysis and WarpPLS Structural Equation Modeling, eight hypotheses were tested for Rain Classroom. The results of the analyses reveal that both peer and superior influences play a significant role in the students’ continuance intention to use Rain Classroom. Besides peer and superior influences, future research could extend the TAM by including more constructs to provide important references for researchers and practitioners of Rain Classroom.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

An extended technology acceptance model of a mobile learning technology

Xiaozhi

2019

Comp Applic In Engineering

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“…In contrast, SE, PI, and SA did not exhibit a positive or direct influence on PU. Thus, confidence and openness toward mobile LMSs does not necessarily imply a belief in its usefulness (Joo, Lee, & Ham, 2014).…”

Section: Discussionmentioning

confidence: 99%

The use of a mobile learning management system at an online university and its effect on learning satisfaction and achievement

Shin¹,

Kang

2015

IRRODL

112

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This study investigates online students' acceptance of mobile learning and its influence on learning achievement using an information system success and extended technology acceptance model (TAM). Structural equation modeling was used to test the structure of individual, social, and systemic factors influencing mobile learning's acceptance, and how said acceptance influences learning satisfaction and achievement. Unlike earlier TAM-related research that did not provide a broad view of technological acceptance and its impact on learning activities, the present study's results highlight the relationship between behavioral intention/learning satisfaction and learning achievement. Additionally, this study tests the theoretical model of successful mobile learning by empirically accepting mobile learning management systems. The findings further imply that students at online universities have started to accept mobile technology as a new learning tool; consequently, its acceptance has influenced their learning achievement both directly and indirectly. These discoveries should facilitate a better understanding of students' usage of mobile learning systems in higher education, and provide timely guidance for its development and implementation.

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“…Moreover, Personal innovativeness also reduces anxiety around computer use, comprising an open attitude to change, which would result in higher tendency to technology use in virtual environment (van Raaij & Schepers, 2008). Previous study has also found that personal innovativeness, as one of the personal characteristics, has a significant influence on user satisfaction and intentions to continue using of mobile learning (Joo, Lee, & Ham, 2014). In the informal learning context, students initiate unstructured learning activities and, as a key personal factor, personal innovativeness would play a greater role in enabling DIL.…”

Section: Personal Factors Related To Digital Informal Learningmentioning

confidence: 97%

Digital informal learning among Chinese university students: the effects of digital competence and personal factors

Zhu

2017

Int J Educ Technol High Educ

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Although informal learning with digital technology is a near universal activity among university students, the processes that influence and regulate digital informal learning (DIL) is not given. Meanwhile, digital competence is of growing importance for our current information society, and also it plays an essential role in the process of digital informal learning. However, the measurement for digital competence is a critical challenge for further understanding its development in practice. This study contributes to our understanding of students' digital informal learning behavior by examining the effects of digital competence, along with other personal factors. Partial least square (PLS) path modeling was employed to explain the interaction and effects of these factors on students' DIL. Students from a large-sized public university in Beijing participated in this study. The results revealed students' personal innovativeness and digital competence are mediated by attitude to DIL to affect students' DIL, and all these personal factors demonstrated important direct effects on students' DIL. Additionally, significant gender differences between female and male students in certain aspects of digital competence were observed.

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Integrating user interface and personal innovativeness into the TAM for mobile learning in Cyber University

Cited by 109 publications

References 39 publications

An extended technology acceptance model of a mobile learning technology

An extended technology acceptance model of a mobile learning technology

The use of a mobile learning management system at an online university and its effect on learning satisfaction and achievement

Digital informal learning among Chinese university students: the effects of digital competence and personal factors

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