Adoption of mobile learning among 3g-enabled handheld users using extended technology acceptance model

This paper examines various constructs of an extended TAM, Technology Acceptance Model, that are theoretically influencing the adoption and acceptability of mobile learning among 3G enabled mobile users. Mobile learning activity-based, used for this study were drawn from behaviorist and “learning and teaching support” educational paradigms. An online and manual survey instruments were used to gather data. The structural equation modeling techniques were then employed to explain the adoption processes of hypothesized research model. A theoretical model ETAM is developed based on TAM. Our result proved that psychometric constructs of TAM can be extended and that ETAM is well suited, and of good pedagogical tool in understanding mobile learning among 3G enabled handheld devices in southwest part of Nigeria. Cognitive constructs, attitude toward m-learning, self efficacy play significant roles in influencing behavioral intention for mobile learning, of which self-efficacy is the most importance construct. Implications of results and directions for future research are discussed.

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