An Empirical Investigation of Reasons Influencing Student Acceptance and Rejection of Mobile Learning Apps Usage

Mahmood Al-Bashayreh, Dmaithan Almajali, Ahmad Altamimi, Ra’ed Masa’deh and Manaf Al-Okaily
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Mahmood Al-Bashayreh: Faculty of Information Technology, Applied Science Private University, Amman 11931, Jordan
Dmaithan Almajali: Faculty of Business, Applied Science Private University, Amman 11931, Jordan
Ahmad Altamimi: Faculty of Information Technology, Applied Science Private University, Amman 11931, Jordan
Ra’ed Masa’deh: School of Business, The University of Jordan, Amman 11942, Jordan
Manaf Al-Okaily: School of Business, Jadara University, Irbid 21110, Jordan

Sustainability, 2022, vol. 14, issue 7, 1-14

Abstract: Sustainable learning and education (SLE) is a relatively new ideology based on sustainability principles and developed in response to the United Nations’ recently proclaimed Sustainable Development Goals (SDGs). As a result, technologies should be adopted to equip educational institutions with the tools necessary to attain SLE. Recently, the coronavirus (COVID-19) pandemic has affected educational systems globally, leading them to embrace more innovative technological methods to meet academic demands while maintaining SLE principles. Mobile learning apps (MLA) refers to using the unique capabilities of mobile apps to engage and collaborate towards establishing robust online learning. However, the effectiveness of MLA depends on learners’ acceptance. Therefore, the purpose of this study is to investigate the factors that could affect MLA acceptance. In order to analyze the collected data from 415 Jordanian students among schools and universities, structural equation modeling (SEM) was used. The empirical findings confirm that perceived usefulness and perceived ease of use are significantly influenced by self-efficacy and perceived compatibility. Furthermore, perceived usefulness is significantly influenced by perceived convenience and perceived ease of use. Additionally, perceived enjoyment significantly influences the behavioral intention to use MLA. On the other hand, perceived compatibility has no significant influence on perceived enjoyment. Finally, perceived ease of use, perceived usefulness, and perceived compatibility have no significant effect on behavioral intention to use MLA. This study addresses a critical research gap in the distance learning acceptance literature by proposing an exhaustive model in the post-COVID-19 era that can help to improve students’ performance and outcomes in Jordanian schools and universities.

Keywords: sustainable learning; mobile learning apps; distance learning acceptance; technology acceptance model; structural equation modeling; social learning theory; innovation diffusion theory (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (10)

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