A new integrated model to explore factors that influence adoption of mobile learning in higher education: An empirical investigation

Abstract

The aim of this paper is to test the combined effect of the key components of the Technology Acceptance Model (TAM) and those of the Usage and Gratification Approach (U&G) on intention to adopt mobile learning in higher education. Data were collected from 820 students from ten universities in Jordan. Structural equation modeling (AMOS 18) was used to analyze the data. The findings of the current research reveal that perceived ease of use and cognitive gratification had the highest impact on intention to adopt mobile learning; perceived usefulness and hedonic gratification had the lowest effect; and personal integrative gratification had no effect. The key contribution of this research stems from the integration of two major theories into a broader conceptualization in order to test their combined effect on intention to adopt mobile learning in higher education.