Students' Characteristics Influence Readiness to Use Mobile Technology in Higher Education (original) (raw)
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Factors Influencing the Use of Mobile Technologies in a University Environment
International Journal of Information and Communication Technology Education, 2013
The use of mobile technologies in higher education seem to be lagging those in other service sectors, which have been quick to utilize the advantages that mobile communications have to offer. Based on the Technology Acceptance Model (TAM), this study analyzes the range factors and the level of influence on undergraduate intention to use a proposed mobile technology information service on the campus of a Peruvian university. The results, derived from factor analysis and regression, support the TAM showing that Perceived Usefulness and Perceived Ease of Use are the principal factors influencing the intention to use the proposed service, with the external factors of mobility and social influence ranking as the next important. These results lead to the conclusion that the awareness of the attributes which the student’s value and their social contexts are significant factors to ensure student uptake and use when designing and introducing student focused mobile services.
Mobile Learning in Yemen Public Universities: Factors Influence student’s Intention to Use
The 7th International Conference Postgraduate Education (ICPE7), Shah Alam, 2016
Mobile Learning has the proven ability to enhance an educational system. Previous empirical studies have shown that the implementation of Mobile Learning involves not only technological factors, but a combination of many, including social and individual factors. This study suggests that subjective norms and self-efficacy play a key role in a student’s behavioural intention to use Mobile Learning. This study investigates the impact of subjective norms and self-efficacy on intention to use Mobile Learning among student in Yemen’s public universities where the technology acceptance model (TAM) is used as an underpinning theory. Quantitative analysis was the method used to collect data. A questionnaire was distributed to 320 undergraduate students with varied educational backgrounds from three public universities in the Republic of Yemen. The data obtained was analysed using Analysis of Moment Structure (AMOS) version 21. Descriptive and structural equation model techniques were employed to meet the objective and hypotheses of the study. The results indicated the applicability of the TAM constructs in the context of the republic of Yemen, showing that the students’ behavioural intention to use Mobile Learning was significantly influenced by its perceived usefulness and ease of use. Furthermore, the findings demonstrate the significant effect of subjective norms on perceived ease of use more than perceived usefulness. Self-efficacy significantly affects perceived ease of use.
Purpose: The use of mobile technology in teaching and learning at all levels of our educational system have gained global popularity and wide acceptance, yet not much studies has been conducted in developing countries like Ghana on the use of mobile learning to support teaching and learning in higher education. This study aims at filling the gap by exploring the perception, readiness and attitudes of students using mobile learning devices for learning and teaching in higher education. Design/methodology/approach: A survey with questionnaire administration and was the method employed to collect data. Findings: The findings clearly revealed that students are already using mobile devices to perform wide array of educational tasks. There was a positive attitude and readiness from students to support formal use of mobile learning tools in higher education. Finally there was a positive perception from student of the enormous benefits that the inculcation of mobile learning in teaching in higher education could have on their learning. This result lend support to the benefits of mobile learning to students and educational institutions and succinctly demands that stakeholders in the educational sector, policymakers, governments should give this new and powerful educational technology the needed attention. Research limitations/implications: First, the study was conducted at one private university with just small enough sample size which makes generalization problematic, we recommend that both public and private universities with larger sample size be used. Finally, the study did not try to establish if there is co-relation between student’s mobile learning technology and its effects on academic performance. Originality/value: The paper share valuable insight on the significance of mobile technology to transform the landscape of teaching and learning in Ghana and globally. KEYWORDS: Mobile Learning, Mobile Devices, Web.2, Educational Technologies, Higher Institutions of Education.
2020
The present research studies the views of students, of the University of Patras, according to the use of mobile devices such as smartphones and tablets in the educational process. Answers(of closed and open types questions) of 98 students of various departments of the University of Patras was concentrated and analyzed. The majority of students own smart devices which they use to communicate with each other and to support their studies. The students perceive various obstacles to using mobile devices as well as problems in their use for academic purposes. Suggestions for the use of mobile devices in the educational process are discussed.
International Journal of Scientific Research in Science and Technology, 2019
A systematic random sample of (110) college students (female) aged (18-22) year old, and (15) faculty staff members at the College of Education-female section, Jazan University, was chosen. The study conducted in the academic year (2018). Questionnaire and interviews were used for collecting data. The study sample were asked to express their attitudes towards the usage of mobile phone applications in education. All data were analyzed with the SPSS personal computer program. Appropriate statistics for description (frequencies, percentage, means, standard deviations, and Chi2) were used. The results showed that calculated Chi2 value is bigger than the value of Chi2 derived from statistical tables. Thus, the null hypotheses (H0) rejected. Rejection of the null hypotheses indicates that the difference is significant in favor of the usage of mobile phone applications in the educational process.
2020
The evolution of mobile technology and its widespread use has prompted educators to research the use of mobile phones for education. Students of all ages use mobile phones not only for communication but also for entertainment, storage of data and accessing information. Many activities like photography have shifted to mobile, data storage has moved to mobiles, watching TV/movies is done on mobiles, internet is mostly accessed from mobiles. However, for learning purposes, use of mobile phones seems to be low. In this research, we identify factors that impact the perception of students towards use of mobiles for learning. These factors include ‘knowledge on mobile learning’, ‘learning method issues’, ‘device issues’, ‘financial issues’ and ‘readiness for mobile learning’. Applying Structural Equation Modeling (SEM), a model is presented based on data collected from 200 business and engineering students, through a questionnaire. Exploratory Factor Analysis (EFA) is conducted to examine ...
Online Journal of Communication and Media Technologies, 2022
As technology-mediated innovations like Mobile Learning Devices (MLDs) spread rapidly across the globe, there are growing concerns on the actual factors that influence students in Higher Educational institutions (HEIs) to accept technology-mediated innovations like smartphones, tablets, and portable computing devices for their educational pursuit. This study adopted Technology Acceptance Model (TAM) as a theoretical basis in an attempt to investigate factors that might influence students to accept or decline the use of technology-mediated innovations specifically MLDs for academic purposes from the perspectives of three universities in Ghana. A set of online questionnaire survey was used to collect the needed data from (N=1,030) students. The researchers also conducted data analysis and presentation of findings by testing the suggested research model through Structural Equation Modelling. A regression analysis was also carried out with the help of SmartPLS to assess the path coefficient of the data collected for the model. This study identified influencing factors such as students' awareness levels, m-learning technology types, perceived ease of use, and perceived usefulness as some of the central factors that determine how students use and accept m-learning devices in Ghanaian universities. The study reported limitations such as expensive internet data, poor internet infrastructure, insecurity, privacy issues, and unavailability of electricity as some of the factors limiting the acceptance of MLDs by students in Ghana. Despite the limitations reported in this study, the results from the statistical analysis, show that there are high levels of MLDs acceptance among students from the three sampled higher educational institutions in Ghana. The study recommends that school authorities and governments in developing countries such as Ghana incorporate MLDs in their current higher educational systems.
Factors That Influence Mobile Learning Acceptance in Higher Education Institutions in Dubai
IJLTEM.COM, 2018
Many studies have scrutinised the benefits of m-learning. Somehow, it is still necessary to comprehend the dissatisfaction of certain learners towards m-learning experience. Thus, this research aims to investigate the factors that might impact the acceptance of m-learning among university students: quality of service, uncertainty avoidance and trust. Portability and access to countless activities are among the advantages of mobile devices, and these foster and ease ubiquitous learning. This study scrutinises the theories and cognitive techniques to offer individualised, motivated and valuable experience of mobile education for transfer to the subsequent word learning and reading comprehension. As surveys and forms are the data sources, the quantitative methodologies are employed. Twenty six (26) items from diverse research domains were constructed in the questionnaire to measure six constructs, and undergraduate and postgraduate students of the university in Doubi were selected as respondents. Two hundred (395) completed questionnaires were obtained. Further, the modified acceptance framework on TAM and IDT theories is adopted to identify the influencing factors of students' intention to use m-Learning. Also, eight hypotheses were formulated to analyse the linkages between the factors in the proposed model. Most positive correlation between quality of service, student readiness, trust, compatibility, perceived ease of use, perceived usefulness and behavior intention to use M-Learning by empirical data. This study looks into a timely topic of integrating a mobile device amongst students at higher education in Dubai. Several crucial implications for the students are highlighted in this study.