Studies employing the unified theory of acceptance and use of technology (UTAUT) as a guideline for the research: Literature review of the Saudi context.

Alshabeb, Abdulrahman M.; Alharbi, Omran; Almaqrn, Riam K.; Albazie, Haifa Abdullah

doi:10.14738/assrj.74.8001

Cited by 3 publications

(1 citation statement)

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“…The tool was developed based on a study of the literature [35]. Comprehensive and commonly referenced models such as the technology adoption model (TAM) [36] and the united theory of acceptance and use of technology (UTAUT) [37] were studied in order to develop a questionnaire that answers the study needs, but not all of these models' frameworks and objects were thoroughly implemented for a verbose purpose. A few of the structures suggested by these models, however, were extremely important to this research.…”

Section: Research Instrumentsmentioning

confidence: 99%

Development of Platform Independent Mobile Learning Tool in Saudi Universities

et al. 2021

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The term “mobile learning” (or “m-learning”) refers to using handheld phones to learn and wireless computing as a learning tool and connectivity technology. This paper presents and explores the latest mobile platform for teaching and studying programming basics. The M-Learning tool was created using a platform-independent approach to target the largest available number of learners while reducing development and maintenance time and effort. Since the code is completely shared across mobile devices (iOS, Android, and Windows Phone), students can use any smartphone to access the app. To make the programme responsive, scalable, and dynamic, and to provide students with personalised guidance, the core application is based on an analysis design development implementation and assessment (ADDIE) model implemented in the Xamarin framework. The application’s key features are depicted in a prototype. An experiment is carried out on BS students at a university to evaluate the efficacy of the generated application. A usefulness questionnaire is administered to an experimental community in order to determine students’ expectations of the developed mobile application’s usability. The findings of the experiment show that the application is considerably more successful than conventional learning in developing students’ online knowledge assessment abilities, with an impact size of 1.96. The findings add to the existing mobile learning literature by defining usability assessment features and offering a basis for designing platform-independent m-learning applications. The current findings are explored in terms of their implications for study and teaching practice.

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Section: Research Instrumentsmentioning

confidence: 99%

Development of Platform Independent Mobile Learning Tool in Saudi Universities

et al. 2021

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Habit, hedonic motivation, performance expectancy and technological pedagogical knowledge affect teachers’ intention to use mobile internet

Νικολοπούλου

Gialamas

Lavidas

2021

Computers and Education Open

151

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Assessment of Behavioral Intention to Adopt Educational Mobile Application in Advanced Mathematics for Engineering Education

Novesteras

2024

JIP

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Technology has long played a crucial role in society, including its application in education. The learning experiences of students in higher education have been significantly transformed. This study explores the adoption and acceptance of the Advanced Math mobile application among students, focusing on four key variables: social influence, performance expectancy, effort expectancy, and facilitating conditions. The study involved 253 participants who downloaded and used the Advanced Math mobile application as a supplemental study tool. The findings indicate that social influence significantly impacts students' decisions to use the application. The performance of the mobile application enhances students' productivity by providing easy access to lecture information, thereby supporting their learning process and motivating them to use the application. Facilitating conditions enable students to work independently at their preferred pace and access the application anytime and anywhere. The behavioral intention to use the mobile application is associated with positive feelings, leading students to use it as an additional resource for learning Advanced Math. Mobile applications have the potential to revolutionize educational settings by enhancing engagement, accessibility, and personalized learning. However, their effective use in the classroom necessitates robust pedagogical frameworks that align with learning objectives and provide continuous support for educators. Future research should continue to explore the challenges and opportunities of integrating mobile applications into the classroom to support both teachers and students in an increasingly digital society.

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Studies employing the unified theory of acceptance and use of technology (UTAUT) as a guideline for the research: Literature review of the Saudi context.

Cited by 3 publications

References 2 publications

Development of Platform Independent Mobile Learning Tool in Saudi Universities

Development of Platform Independent Mobile Learning Tool in Saudi Universities

Habit, hedonic motivation, performance expectancy and technological pedagogical knowledge affect teachers’ intention to use mobile internet

Assessment of Behavioral Intention to Adopt Educational Mobile Application in Advanced Mathematics for Engineering Education

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