Is M-learning acceptance influenced by knowledge acquisition and knowledge sharing in developing countries?
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Is M-learning acceptance influenced by knowledge acquisition and knowledge sharing in developing countries? Mostafa Al-Emran 1
& Vitaliy
Mezhuyev 2 & Adzhar Kamaludin 1
Received: 19 December 2019 / Accepted: 27 October 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Researchers have shown that knowledge acquisition and sharing have considerably influenced the acceptance of various technologies. However, there is a scarce of knowledge on how these two factors affect the acceptance of Mobile learning (Mlearning). Thus, this research is believed to be one of the few attempts that aims to understand the impact of knowledge acquisition and knowledge sharing on M-learning acceptance through the extension of technology acceptance model (TAM) by these factors. The data were collected from 735 IT undergraduate students enrolled in two different academic institutions in two different developing countries, namely Malaysia and Oman, using questionnaire surveys. The partial least squares-structural equation modeling (PLS-SEM) is used to validate the extended theoretical model. The findings indicated that knowledge acquisition has a significant positive influence on perceived ease of use and perceived usefulness of M-learning in both samples. Moreover, the findings revealed that knowledge sharing has a significant positive impact on perceived usefulness with respect to the Omani sample, whereas this relation was not supported in terms of the Malaysian sample. Theoretical and practical implications, limitations, and future research directions are also discussed. Keywords Knowledge acquisition . Knowledge sharing . M-learning . Acceptance .
Developing countries . TAM . PLS-SEM
* Mostafa Al-Emran [email protected] Vitaliy Mezhuyev [email protected] Adzhar Kamaludin [email protected] Extended author information available on the last page of the article
Education and Information Technologies
1 Introduction Mobile learning (M-learning) refers to the learning that is applied to environments where the learners can be engaged in the educational process without any restrictions to time and location (Kukulska-Hulme 2007). Bannan et al. (2016) stated that M-learning affords a unique environment for both research (in terms of finding out new knowledge) and evaluation (in terms of making decisions about the effectiveness of interventions). In this research, M-learning refers to the process, which involves the flexibility of the learner through which knowledge can be acquired and shared using mobile applications (Al-Emran and Mezhuyev 2019). Concerning M-learning, it is argued that knowledge management (KM) processes need to be incorporated in M-learning systems to enhance students’ learning capacities. In that, learners can obtain the knowledge delivered via mobile applications and share that knowledge with their peers (AlSagri and Zemirli 2015). In terms of KM, Mlearning is considered a promising activity that offers a flexible learning environment, where knowledge has been
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