Trust Contributing Factors in M-Learning Technology

Ibrahim, Emma Nuraihan Mior; Walid, Norazlinawati

doi:10.1016/j.sbspro.2014.03.713

Cited by 11 publications

(3 citation statements)

References 10 publications

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“…For H4, this study reveals the important role of trust in intention to use process (β = 0.115, p < 0.01). This role has been found in other studies in the context of mobile learning by the paper [47] which they discovered that trust dimensions play a major role in influencing users to use mobile learning. The results of hypotheses testing are summarized in Figure 3.…”

Section: Resultssupporting

confidence: 66%

An Empirical Study on Factors Influencing the Intention to use Mobile Learning

Gharaibeh¹,

Gharaibeh²

2020

Adv. sci. technol. eng. syst. j.

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Lately, the use of mobile learning has increased in higher education at a global level. Especially after the new Coronavirus . Therefore, trust issues towards the benefits of mobile learning are still important matters just as important as quality dimensions (e.g. service quality, information quality and system quality) for both technology and its content. These three factors are existing in the Information System Success Model (ISSM), but the trust is not clearly present. Hence, this study is attempting to explain the impact of trust in addition to the three quality dimensions of the ISSM on the usage intention of mobile learning among students in two Jordanian universities. The data were gathered by a self-administered questionnaire and SPSS version 23 is used by performing linear regression analysis to analyze it. The findings showed that trust, service quality, system quality, and information quality positively and significantly affect the intention to use mobile learning. This study will help researchers, decision-makers and system designers by gaining valuable implications in developing proper strategies and creating effective and practical approaches through learning via mobile devices.

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Section: Resultssupporting

confidence: 66%

An Empirical Study on Factors Influencing the Intention to use Mobile Learning

Gharaibeh¹,

Gharaibeh²

2020

Adv. sci. technol. eng. syst. j.

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“…These results support the results of the studies in the literature (e.g. Author, 2019;Bektaş, 2019;Ibrahim & Walid, 2014;Şener, 2016;Yılmaz et al, 2018).…”

supporting

confidence: 89%

Li̇se Öğrenci̇leri̇ni̇n Matemati̇k Öğrenmede Mobi̇l Teknoloji̇ Kabul Düzeyleri̇ni̇n İncelenmesi̇

Diri¹,

Açıkgül

2021

Eğitim Teknolojisi Kuram Ve Uygulama

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Bu araştırmanın amacı, lise öğrencilerinin matematik öğrenmede mobil teknoloji kabul düzeyini belirlemektir. Araştırmanın bir diğer amacı da öğrencilerin kabul düzeyini cinsiyet, okul türü, yaş, internet erişimine sahip olma, mobil teknolojileri kullanma deneyimi, mobil teknoloji kullanma yeterliliği, matematiği öğrenmede mobil teknolojileri kullanma deneyimi, matematiği öğrenmede mobil teknolojileri kullanma sıklığı ve öz-yeterlik algı düzeyi açısından analiz etmektir. Bu çalışmada betimsel ve ilişkisel tarama modelleri kullanılmıştır. Araştırmanın örneklemini 1050 lise öğrencisi oluşturmuştur. Sonuç olarak öğrencilerin kabul düzeylerinin orta düzeyde olduğu görülmüştür. Öğrencilerin kabul düzeylerinin internet erişimi, mobil teknoloji kullanım deneyimi ve yeterliliği, matematik öğrenirken mobil teknolojiyi kullanma sıklığı ve deneyimi açısından istatistiksel olarak anlamlı farklılık gösterdiği belirlenmiştir. Ayrıca öğrencilerin öz-yeterlik algı düzeylerinin % 5,7 varyans oranında mobil teknoloji kabulünü açıkladığı görülmüştür.

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“…This indicates that as part of the collaborative flipped classroom, preservice teachers owning a computer have more enjoyment and pleasure while using a Web 2.0 tool than those without a computer with a higher level of relationship between the price and the benefit of using Web 2.0 tools than those without a computer and the perception of the existence of technical infrastructure can support easy access to Web 2.0 tools. The literature review makes it clear that the acceptance levels of individuals with more experience (Ibrahim & Walid, 2014) are higher. It was also concluded that students owning a computer with internet access have a significantly higher level of competence and use of Web 2.0 technologies than those who do not (Baran & Ata, 2013).…”

Section: Discussionmentioning

confidence: 99%

The Effect of Peer Mentoring on Acceptance of and Intention to Use Web 2.0 Tools

RAMAZANOĞLU,

AKIN,

SOLAK

2023

Kastamonu Education Journal

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Purpose: This study seeks to shed light on the effect of peer mentoring on the acceptance of and intention to use Web 2.0 tools. Design/Methodology/Approach: In the study, the static-group comparison pretest-posttest design, which falls into the category of weak experimental designs, was applied. The study group consisted of 165 (Experiment=76, Control=89) pre-service teachers continuing their second-year education in different departments of a public university in the 2021-2022 academic year. The implementation period of the study lasted for eight weeks and a total of 16 hours. In the study, the "unified theory of acceptance and use of technology model-2 / UTAUT2" scale was used as a data collection tool. The SPSS 26 package program was employed to analyse the data obtained in theß study. T-test, one-way analysis of variance (ANOVA), and correlational t- test were used in the analyses. Findings: İt was concluded that the acceptance of and intention to use Web 2.0 tools among the- pre-service teachers receiving peer mentoring and teacher guidance were positively affected with a higher rate of effect for pre-service teachers receiving peer mentoring. Results based on gender revealed that the effect of peer mentoring on the acceptance of and intention to use technology among pre-service teachers was in favour of female pre-service teachers in various constructs. Results based on the ownership of a computer revealed that the effect was in favour of pre-service teachers owning computers in various constructs. And finally, results based on the department variable revealed that the effect was at a higher level for pre-service teachers in English Language Education than pre-service teachers in Elementary Mathematics Education. The results of the present study also contain some recommendations for future studies on the topic. Highlights: The effect of different blended models can be examined in similar studies. Similar studies can be carried out with a full experimental design and mixed model methods. Studies can be re-examined with different variables.

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Trust Contributing Factors in M-Learning Technology

Cited by 11 publications

References 10 publications

An Empirical Study on Factors Influencing the Intention to use Mobile Learning

An Empirical Study on Factors Influencing the Intention to use Mobile Learning

Li̇se Öğrenci̇leri̇ni̇n Matemati̇k Öğrenmede Mobi̇l Teknoloji̇ Kabul Düzeyleri̇ni̇n İncelenmesi̇

The Effect of Peer Mentoring on Acceptance of and Intention to Use Web 2.0 Tools

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