The Effects of Attitudinal, Normative, and Control Beliefs on M-Learning Adoption Among the Students of Higher Education in Pakistan

Abstract

This study intends to analyze the influence of behavioral and psychosocial factors of higher education students of Karachi on acceptance of m-learning as a mode of getting education. The Theory of Planned Behavior and Technology Acceptance Model have provided the basic frameworks to formulate the hypotheses for this study. The analyses of the study reveal that attitudinal beliefs and subjective norms have significant and positive impact on m-learning. Additionally, control influences on Perceived Behavioral Control also make significant contributions in the adoption of m-learning methodologies. Collectively, all of these factors converge to form greater intent of the students to assimilate this new learning environment. It was also found that the characteristics and features of the mobile gadgets such as greater familiarity of the students with them, handiness and ease of use, influences them to utilize these devices in completing their academic tasks, hence, influencing their intention toward the adoption of m-learning. Also seamless learning experience, students get through m-learning, reduces their mental resistance toward it and encourages them to adopt it. Information pertaining to the defined criteria was gathered through a specimen of

Investigating factors affecting on medical sciences students’ intention to adopt mobile learning

“…Therefore, it can be said that positive attitude toward m-learning affects the mlearning acceptance. This finding is consistent with the findings of Seyal et al [34], Cheon et al [17], and Reza et al [22] Studies. According to TPB, attitude is a decisive factor in the use of technology, and expresses the positive or negative feelings of an individual towards a behavior.…”

“…The fourth and fifth hypotheses about attitudinal beliefs (including PEU and PU) were also accepted, so that, students' perception from PEU and PU to m-learning had a positive and significant effect on their attitude toward m-learning. Our findings are in line with the findings of Yeap et al [20], Renda dos Santos and Okazaki [24], Cheon et al [17], and Reza et al [22] Studies. The PU represents the learner's belief in the usefulness of m-learning and can enhance learner's satisfaction and performance.…”

“…The second hypothesis in this study which was "the positive and significant impact of students' subjective norm towards m-learning on their intention to accept m-learning" was not accepted. This finding is consistent with the findings of Seyal et al study [34], but is not in line with the findings of Cheon et al [17] and Reza et al [22] studies.…”

“…In some studies, TPB and other technology adoption models and techniques have been used to examine the factors affecting learning acceptance through mobile or e-learning. In this regard, Reza et al (2017) showed that TPB variables including attitudinal, normative, and control beliefs have a positive and significant effect on the acceptance of mobile learning in Pakistani students [22]. Results of a study by Cheon et al (2012) also revealed that TPB is a determinant of intention of American students to use m-learning [17].…”

La confianza y el control percibido como antecedentes de la aceptación del e-commerce: Una investigación empírica en consumidores finales

“…Continuando con la descripción de las hipótesis planteadas, la actitud hacia el uso se presenta como la predisposición de adoptar una actividad, influenciada por la opinión positiva o negativa sobre la adopción de dicha actividad (Raza et al, 2018). En cuanto a su relación con otras variables como la intención de uso y la facilidad de uso, los estudios de Park et al (2017) y Harrati et al (2017) demuestran que es positiva, revelando que la actitud es un factor decisivo ante la intención de adoptar un comportamiento.…”