Influences on the adoption of mobile technology by students and teachers : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Information Systems at Massey University, Albany, New Zealand
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Date
2011
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Massey University
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Abstract
Technology offers new possibilities to provide effective teaching and learning. One of the
most recent technologies that has ignited considerable interest by educators is mobile
technology. Mobile technology has been quickly adopted in everyday life, and it is common
for most people to have, and carry, a mobile device with them at all times. In addition these
mobile devices are becoming more and more powerful and taking over tasks that would
normally be done on traditional PCs or laptops (Dawabi, Wessner, & Neuhold, 2004).
Researchers have started to explore the way mobile technology can be harnessed in the
educational arena (see for example Attewell & Gustafsson, 2002; Cobcroft, Towers, Smith,
& Bruns, 2006; Seppälä & Alamäki, 2003; Traxler, 2009; Zawacki-Richter, Brown, & Delport,
2009; Zeng & Luyegu, 2011). Despite the interest, little is known about the factors that will
impact student and educator adoption of mobile learning. Current studies into mobile
learning are mainly small scale trials and pilots with most focussing on student adoption.
Factors that affect the mobile learning adoption by educators seem to have been largely
ignored.
To address this gap in the literature, the present study has developed two models of
student and educator adoption of mobile learning. The models posited that the perceived
ease of use and usefulness of mobile technology would mediate the relationship between
self-efficacy beliefs, motivation and level of self-direction of students and the intention of
students and educators to adopt mobile learning.
A total of 446 students from three tertiary institutes and 196 educators from all New
Zealand completed a survey that identified their learning and teaching-related beliefs and
attitudes, their intentions to adopt mobile learning, and their perceptions of using mobile
technology to support their learning and teaching.
The study found that educators and students are influenced by different factors to adopt
mobile learning. Specifically, it found that the self-efficacy beliefs, motivation and selfdirectedness
(students) had varying degrees of influence on ease of use and usefulness
perceptions of mobile learning, and overall intention to adopt it. The study also found
evidence to suggest that these factors may differ between students of different ages,
genders and institute types they attend.
The study also provides recommendations to educators, researchers, learning designers and
institutes who wish to implement mobile learning into their curriculum to accommodate
and encourage adoption.
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Keywords
Mobile learning, Mobile technology, Mobile technology in education, Mobile technology adoption