Investigating mobile blended learning adoption with usability factors: an empirical study

Abstract

Purpose Mobile blended learning (MBL) is becoming common in higher education settings; however, the student’s intention to adopt such technological innovation is less explored. The purpose of this study is to measure MBL adoption using common variables used in the literature (supporting factors, learner attitude, learner perspective and learner effectiveness) and extending the model to include usability factors (ease of use, satisfaction and usefulness). Design/methodology/approach Data was collected from 322 respondents and analyzed using confirmatory factor analysis and partial least squares-structured equation modeling technique to assess the hypothesis. A five-point Likert scale instrument was developed using the existing literature for data collection. Findings The findings have both theoretical and managerial implications concerning MBL adoption. From a theoretical perspective, the findings provide a reconfirmation of the importance of usability in MBL adoption. From a managerial perspective, it will provide the necessary knowledge to incorporate relevant variables and factors that decision-makers could use to oversee a successful implementation. Originality/value This paper contributes to the ever-growing body of literature on MBL through an analysis of students’ intention to adopt MBL using usability factors.