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The advance of technology has offered people new channels to learn. Online learning and mobile technology have become popular, as they provide convenience and alternative educational options. However, there is limited literature focusing on the influence of students’ perceptions on their intention to adopt mobile technology in the online learning context. There also are inconsistent research results regarding how self-efficacy and other associated beliefs relate to behavior intention. The purpose of this study was to explore the relationships between 6 variables, including students’ age, years of experience, perceived usefulness, perceived ease of use, self-efficacy, attitude toward mobile technology, and intention to use mobile technology for learning purposes. The research question was to what extent, these 6 constructs predict use intention. The theoretical framework for this study included Bandura’s self-efficacy theory and Davis’s technology acceptance model. This study employed a quantitative survey design, with the use of a well validated instrument. The data were from a sample of 97 participants from SurveyMonkey Audience. Multiple regression was the main data analysis method. Results showed that the 6 variables were able to predict use intention. Approximately 67.3% of the variance was explained by the 6 variables. Perceived usefulness, self-efficacy, and attitude had a strong correlation with use intention, and their combination presented the best prediction model. Findings of this study helped to generalize Davis’ model to mobile learning environments, thus informing educators, practitioners, and students in the online education field. The study informs practice by directing meaningful integration of mobile technology into online learning environments.
Chen, Yali, "Students’ Mobile Technology Self-Efficacy and Use Intention in Online Learning Environment" (2019). Walden Dissertations and Doctoral Studies. 7617.