Intention to continue using mobile learning: the effects of perceived values and role of locus of control

Abstract

PurposeThe study aims to determine the factor of perceived machine learning adoption (MLA) values that affect learners' intention to continue using (ICU), the extent of their relationships in the learners' ICU and the role of locus of control (LOC) in their relationship.Design/methodology/approachThe study employed a rigorous literature review of MLA studies that lead to a multidimensional value-based theoretical model. This model combined the theory of consumption and altruistic values. Simple descriptive statistics provide the frequency and percentage of the demographic profile. An orthogonalized approach was used to assess for investigating moderating effects. The data and model analysis used a convenience sample of 419 undergraduate perceptions of MLA value from rural higher education institutions (HEIs) in the Philippines.FindingsThe findings indicate that three perceived values (functional value (FUV), social value (SOV) and spiritual value (SPV)) of MLA significantly affect learners' ICU. Interestingly, the study found that LOC strengthens the positive relationship of FUV on learners' ICU.Originality/valueThe study is one of the few to provide evidence on using a multidimensional value-based adoption model in MLA. The study successfully integrates SPV to the concept of perceived value ignored in the theory of consumption value (TCV) and the role of LOC on FUV relationship to learners' ICU.

The impact of perceived value on engagement: the role of teacher behavior

“…To the best knowledge of the researchers, investigations of the perceived valueengagement association are non-existent, but studies in the online learning context that are similar to some extent (El-Haddadeh et al, 2019;Hajli, 2015) can help explain these unique results. The most comparable study was by Magsayo (2021) who found similar results regarding the FUV-AE, SOV-AE (only for Malaysian students in this study) and SPV-AE (only for male students in this study) associations. The Thai students might derive more acceptance and prestige (social value aspects) from face-to-face learning and that, in turn, enhances their engagement while the opposite is true for Malaysian students.…”

“…Perceived value. This measure consisted of 30 items adapted from Magsayo (2021) with slight altering of phrases from mobile learning to online learning context. The six dimensions of perceived value had five items each and had internal consistency values of 0.918 (functional value, FUV), 0.900 (social value, SOV), 0.903 (epistemic value, EPV), 0.882 (conditional value, COV), 0.897 (ethical value, ETV), 0.862 (spiritual value, SPV).…”

“…This empirical research contributes to the online learning and engagement literature by validating an existing measure (Magsayo, 2021) in a study that extents to two countries, namely, Thailand and Malaysia. The study provides nascent theoretical insights to the limited research on perceived value for AE in higher education online learning context.…”

“…Yet, not all students who perceive value are engaged, and to the best of the authors' knowledge, the perceived value–engagement association has not been researched before. However, other outcomes are common in the online learning context, such as intention to continue using mobile machines in learning (Magsayo, 2021), learning interest development (Hidi and Renninger, 2006) and intention to study online courses (Watjatrakul, 2020). Therefore, the current study postulates that when students perceive value in an online learning and they enroll in a higher education institution, their AE is impacted by effective TB as supported by the reasoned action theory (TRA) (Ajzen and Fishbein, 1975) and social motivational theory (Connell and Wellborn, 1991).…”

El aprendizaje móvil (m-learning) en la universidad en tiempos de la COVID-19: Una herramienta formativa en la Educación Superior

“…Todo lo anterior configura un escenario donde surgen nuevas necesidades, exigencias e intereses a causa de la COVID-19 como la sincronía ubicua, la distancia social, los protocolos de bioseguridad y la multired social (Sophonhiranrak, 2021); también el empleo del móvil para casi todas las actividades comunicativas en tiempo de pandemia (el llamado boom de las apps) (Romero-Rodríguez et al, 2021a); así también el incremento y mayor evidencialidad de la brecha digital por falta de conectividad y otros recursos (Mella-Norambuena et al, 2021;Loayza-Maturrano, 2021). Asimismo, surge la necesidad de una nueva enseñanza virtual (pizarras digitales virtuales, videotutoriales, repositorios virtuales); un distinto aprendizaje no presencial (aulas virtuales, aprendizaje sincrónica y asincrónico) (Magsayo, 2021); así como aprendizaje móvil mediado por redes sociales: el whatsapp for learning, el telegram for learning y los webinar for learning López-Moranchel, et al (2021); Sophea et al (2022);Valverde-Macias & Llerena Izquierdo (2022).…”