Factors That Influence the Acceptance of M-Learning in Higher Education Students in the Distance Education Modality – EAD
DOI:
https://doi.org/10.18264/eadf.v15i1.2495Keywords:
Technology acceptance, Higher education, M-learningAbstract
With the fast expansion of mobile device users, mainly on the part of university students, m-learning has become a modern style of learning. Mobile computing devices, through features such as portability and flexibility, enable students to place their learning in an informative way, experience learning with problems from the real world and customize it according to their reality. This study has the aim of measuring the acceptance of students of higher education who use Mobile learning in learning in the distance education modality, based on the Unified Theory of Acceptance and Technology (UTAUT). For that, a questionnaire was developed considering the Self-Management construct of Mobile Learning; Interactivity, Ease of Use; Perceived Usefulness and Social Influence. A total of 477 students from a higher education institution of distance education modality, consenting participated in this study. The Exploratory Factor Analysis results confirmed four constructs (Self-Management of Mobile Learning, Ease of Use, Perceived Usefulness and Social Influence), thus, the theoretical model initial was redesigned for this context. The new model, with four dimensions was tested with PLS-SEM. The results showed that “Self-Management of Mobile Learning does not have a significant influence on the acceptance of m-learning and that the “Social Influence” is the construct that most impacts acceptance, followed by “Perceived Usefulness” and “Ease of Use”.
Keywords: Higher education. M-learning. Technology acceptance.
Downloads
References
AL-ADWAN, A. S.; AL-ADWAN, A.; BERGER, H. Solving the mystery of mobile learning nadoption i higher education. International Journal of Mobile Communications, v.16, n. 1, p. 24-49, 2018. DOI: DOI:10.1504/IJMC.2018.088271
ALASMARI, T.; ZHANG, K. Mobile learning technology acceptance in Saudi Arabian higher education: an extended framework and a mixed-method study. Education and Information Technologies, v. 24, n. 3, p. 2127-2144, may. 2019. DOI:10.1007/s10639-019-09865-8
ALT, D.; ITZKOVICH, Y. The connection between perceived constructivist learning environments and faculty uncivil authoritarian behaviors. Higher Education, v. 77, p. 437-454, mar. 2019. DOI: 10.1007/s10734-018-0281-y
BARBOSA, J.; SACCOL, A.; SCHLEMMER, E. M-learning e unlearning: novas perspectivas da aprendizagem móvel e ubíqua. São Paulo: Pearson/Prentice Hall, 2011.
DAVIS, F. D. Perceived usefulness, perceived ease of use, and user acceptance of information technology. Minneapolis, Mis. Quarterly, v. 13, n. 3, p. 319-339, 1989. DOI: https://doi.org/10.2307/249008
HAIR, J. F. et al. Análise multivariada de dados. 6. ed. Porto Alegre: Bookman, 2009.
INEP - Instituto Nacional de Estudos e Pesquisas Educacionais Anízio Teixeira. Censo da Educação Superior - Estatísticas. Brasília, 2021.
KUMAR BASAK, S.; WOTTO, M.; BÉLANGER, P. E-learning, M-learning and D-learning: conceptual definition and comparative analysis. Sage Journals, v. 15, n. 4, p. 191-216, jul. 2018. DOI: https://doi.org/10.1177/2042753018785180
TEZZA, R. et al. Empirical comparison of the multidimensional models of item response theory in e-commerce. Pesquisa Operacional, v. 36, n. 3, p. 503-532, 2016. DOI: https://doi.org/10.1590/0101-7438.2016.036.03.0503
TRAXLER, J. Learning in a mobile age. International Journal of Mobile and Blended Learning, v. 1, n. 1, p. 1-12, 2009. DOI: 10.4018/jmbl.2009010101
VENKATESH, V. et al. User Acceptance of Information Technology: Toward a Unified View. Mis Quarterly, v. 27, n. 3, p. 425-478, sep. 2003. DOI: https://www.jstor.org/stable/30036540
WAGNER, E; WILSON, P. Why learning professionals need to care about mobile learning. American Society of Training and Development, p. 40-41, 2005.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 EaD em Foco
This work is licensed under a Creative Commons Attribution 4.0 International License.
All articles published in Revista EaD em Foco receive the license
Creative Commons - Atribuição 4.0 Internacional (CC BY 4.0).
All subsequent publications, complete or partial, must be made with the acknowledgment, in citations, of the Revista EaD em Foco as the original editor of the article.
