Abstract
Even though m-learning provides useful overviews of different applications in education, there is an emerging need for a more applicable framework to provide teachers, educational policy-makers and researchers with a better representation of educational affordances of m-learning. Regarding to wide application of mobile learning, investigating learners’ acceptance toward it is an essential issue. This research will investigate learners’ acceptance toward m-learning based on educational theories, such as constructivism and activity theory. At first, we will present an m-learning framework. After that, the relationship between m-learning and educational theories will be introduced. Furthermore, m-learning questionnaire survey that based on 170 university students will be investigated. In this research, the users’ acceptance is based on factors such as m-learning interaction, m-learning system’s functions, learners’ autonomy, perceived satisfaction, and perceived usefulness. The last section is discussion and conclusion. We will propose a conceptual acceptance model based on the research findings.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
REFERENCES
Arievitch, I. M. (2007). An activity theory perspective on educational technology and learning. In D. W. Kritt & L. T. Winegar (Eds.), Education and technology, critical perspective, possible futures (pp. 49–72). Plymouth: Lexington Books.
BenMoussa, C. (2003, May 22–23). Workers on the move: New opportunities through mobile commerce. Presented at the Stockholm Mobility Roundtable.
Chen, Y. S., Kao, T. C., & Sheu, J. P. (2003). A mobile learning system for scaffolding bird watching learning. Journal of Computer Assisted Learning, 19, 347–359.
Emory, C. W., & Cooper, D. R. (1991). Business research method (4th ed.). Homewood, IL: Irwin.
Homan, S., & Wood, K. (2003, October 7–8). Taming the mega-lecture: Wireless quizzing. Syllabus Magazine.
Engestrom, Y. (1999). Activity theory as individual and social transformation. In Y. Engestrom, R. Miettinen, & R. L. Punamaki (Eds.), Perspectives on activity theory (pp. 19–38). Cambridge: Cambridge University Press.
Jonassen, D. H. (2002). Learning as activity. Educational Technology, 42(2), 45–51. Kukulska-Hulme, & Traxler, J. (Eds.). Mobile learning: A handbook for educators and trainers. London: Routledge.
Liaw, S. S. (2002). An Internet survey for perceptions of computer and World Wide Web: Relationship, prediction, and difference. Computers in Human Behavior, 18, 17–35.
Liaw, S. S. (2007). Computers and the Internet as a job assisted tool: Based on the three-tier use model approach. Computers in Human Behavior, 23(1), 399–414.
Liaw, S. S., Chen, G. D., & Huang, H. M. (2008). Users’ attitudes toward Web-based collaborative learning systems for knowledge management. Computers & Education, 50, 950–961.
Liaw, S. S., Hatala, M., & Huang, H. M. (2010). Investigating acceptance of mobile learning to assist individual knowledge management: Based on activity theory approach. Computers & Education, 54(2), 446–454.
Liaw, S. S., Huang, H. M., & Chen, G. D. (2007). Surveying instructor and learner attitudes toward e-learning. Computers & Education, 49, 1066–1080.
Liu, T. C., Wang, H. Y., Liang, J. K., Chan, T. W., Ko, H. W., & Yang, J. C. (2003). Wireless and mobile technologies to enhance teaching and learning. Journal of Computer Assisted Learning, 19, 371–382.
McConatha, D., & Praul, M. (2008). Mobile learning in higher education: An empirical assessment of a new educational tool. The Turkish Online Journal of Educational Technology, 7(3), 15–21.
Motiwalla, L. F. (2007). Mobile learning: A framework and evaluation. Computers & Education, 49(3), 581–596.
Neter, J., & Kutner, L. (1990). Applied linear statistical models. Homewood, IL: Irwin.
Rubio, D. M., Berg-Weger, M., Tebb, S. S., Lee, E. S., & Rauch, S. (2003). Objectifying content validity: Conducting a content validity study in social work research. Social Work Research, 27, 94–104.
Sharples, M., Taylor, J., & Vavoula, G. (2005). Towards a theory of mobile learning. Proceedings of MLearn 2005 conference.
Sprague, D., & Dede, C. (1999). Constructivism in the classroom: If I teach this way, am I doing my job? Learning and Leading with Technology, 27(1), 6–9, 16–17.
Wang, Y. S. (2003). Assessment of learner satisfaction with asynchronous electronic learning systems. Information & Management, 41, 75–86.
Zurita, G., & Nussbaum, M. (2004). A constructivist mobile learning environment supported by a wireless handheld network. Journal of Computer Assisted Learning, 20, 235–243.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2011 Sense Publishers
About this chapter
Cite this chapter
Liaw, SS., Huang, HM. (2011). Exploring Learners’ Acceptance Toward Mobile Learning. In: Teo, T. (eds) Technology Acceptance in Education. SensePublishers. https://doi.org/10.1007/978-94-6091-487-4_8
Download citation
DOI: https://doi.org/10.1007/978-94-6091-487-4_8
Publisher Name: SensePublishers
Online ISBN: 978-94-6091-487-4
eBook Packages: Humanities, Social Sciences and LawEducation (R0)
