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This study aims to add new variables, namely user interface, personal innovativeness, and satisfaction in learning, to Davis’s technology acceptance model and also examine whether learners are willing to adopt mobile learning. Thus, this study attempted to explain the structural causal relationships among user interface, personal innovativeness, perceived ease of use, usefulness, intention to use, and satisfaction in learning. A total of 350 students who enrolled in major courses of W Cyber University that provided mobile services responded to the survey. The results of the Structural Equation Modeling revealed that (1) user interface and perceived ease of use had significant effects on perceived usefulness; (2) user interface and personal innovativeness have significant effects on perceived ease of use; (3) perceived usefulness and perceived ease of use significantly affect satisfaction in learning; (4) perceived usefulness does not have significant effects on intention to use. The study has shown that usefulness and ease of use perceived by learners increase satisfaction in learning, and usefulness and satisfaction in learning create a positive intention to use. The findings of the study have highlighted user interface as an important factor that affects usefulness and ease of use perceived by learners.
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- Integrating user interface and personal innovativeness into the TAM for mobile learning in Cyber University
Young Ju Joo
Hyeon Woo Lee
- Springer US
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