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Influential factors for mobile learning acceptance among Chinese users

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Abstract

This study examines the factors that influence mobile learning adoption among Chinese university students. China’s higher education market is large and mobile device ownership is considered a status symbol. Combined, these two factors suggest mobile learning could have a big impact in China. From the literature, we identified three major areas that may affect behavioral intention to adopt mobile learning in this context: pedagogical, personal, and social. A 27-item survey was administered online to 292 students at a northern Chinese university. Exploratory factor analysis was used to measure the reliability and validity of the survey items. Path analysis was then used to test the hypotheses in the proposed mobile learning acceptance model. Findings indicate that pedagogical factors have the greatest effect on students’ behavioral intention to adopt mobile learning. Social influences, especially social image and subjective norm, also play a role. Personal innovativeness was not found to be a main factor, although it has some indirect influences.

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Authors and Affiliations

  1. Instructional Systems, Florida State University, Tallahassee, FL, USA

    Shuang Hao & Vanessa P. Dennen

  2. Hebei Finance University, Baoding, Hebei, China

    Li Mei

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  1. Shuang Hao
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  2. Vanessa P. Dennen
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  3. Li Mei
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Correspondence to Shuang Hao.

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Hao, S., Dennen, V.P. & Mei, L. Influential factors for mobile learning acceptance among Chinese users. Education Tech Research Dev 65, 101–123 (2017). https://doi.org/10.1007/s11423-016-9465-2

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