Social and individual antecedents of m-learning adoption in Iran

M-learning usage intention is explained with six and satisfaction with two variables.Intention and satisfaction both predict the actual use of m-learning.Subjective norm and perceived image are found to be the most important drivers.Perceived usefulness mediates the relationship between ease of use and intention. The purpose of this paper is to explore the effects of perceived ease of use, perceived usefulness, subjective norm, perceived image, personal innovativeness, individual mobility, absorptive capacity, and self-efficacy on user intention and satisfaction, alongside the mediating effect of usability towards use of m-learning in Iran. Based on the m-learning user data collected through a survey, structural equations modeling (SEM) and path analysis were employed to test the research model. The results revealed that "intention" and "user satisfaction" both predicted the actual use of m-learning. "Subjective norm" and "perceived image" were found to be the most important antecedents of user intention towards use of m-learning. At last, "perceived usefulness" mediated the relationship between ease of use and user intention. The sample consisted of e-learning users of only four public universities in Iran and private universities were not studied. Past studies have seldom examined the proposed antecedents in the context of m-learning based on an integrated model of TAM and ECT in developing countries. Moreover, this paper tries to provide a literature review of recent published studies in the field of m-learning.

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