Analysing Mobile Learning Acceptance in the World Heritage Town of Luang Prabang, Lao PDR
This chapter presents an empirical investigation of mobile learning acceptance in the world heritage town of Luang Prabang, Lao PDR. Education is recognized as playing an important role in promoting awareness in many areas requiring preservation and prote
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Analysing Mobile Learning Acceptance in the World Heritage Town of Luang Prabang, Lao PDR Yew Siang Poong, Shinobu Yume Yamaguchi, and Jun-ichi Takada
Abstract This chapter presents an empirical investigation of mobile learning acceptance in the world heritage town of Luang Prabang, Lao PDR. Education is recognized as playing an important role in promoting awareness in many areas requiring preservation and protection. Since the inscription of Luang Prabang as a world heritage site, the rapid increase of tourist visits and development has created pressure on preservation. This study stems from the need to understand potential user behaviour prior to the implementation of mobile learning to promote World Heritage Site preservation awareness in Luang Prabang. The technology acceptance model was adopted as the theoretical framework to investigate the research objective. Further, this study evaluated the moderating role of personal innovativeness and social influence on mobile learning perceptions. Samples were drawn from students in two local higher education institutions. Quantitative data based on 334 respondents showed that perceived usefulness, perceived ease of use and perceived enjoyment directly affect behavioural intention to use mobile learning. Further, personal innovativeness and social influence moderated the relationship between perceived usefulness and behavioural intention. This study suggests that while there is high intention to adopt mobile learning among higher education students in Lao PDR, different degrees of innovativeness among the students should be taken into consideration. Also, practitioners are suggested to consider taking advantage of the strong social influence culture in Lao PDR when promoting the use of mobile learning. Y.S. Poong (*) • S.Y. Yamaguchi • J.-i. Takada Tokyo Institute of Technology, Tokyo, Japan e-mail: [email protected]; [email protected]; [email protected] © Springer Nature Singapore Pte Ltd. 2017 A. Murphy et al. (eds.), Mobile Learning in Higher Education in the Asia-Pacific Region, Education in the Asia-Pacific Region: Issues, Concerns and Prospects 40, DOI 10.1007/978-981-10-4944-6_10
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10.1 Introduction The high adoption rate of mobile phones in developing countries has given rise to the potential for using mobile phones for learning purposes. Mobile phones provide opportunities for learning by overcoming physical constraints through enabling access to learning resources, regardless of place and time (Kukulska-Hulme 2010). Given these characteristics, a mobile phone is considered a potential tool for lifelong, non-formal learning activities by enabling the relation between a sense of place, identity and belonging in the context of a World Heritage Site (Paskaleva and Megliola 2010). This study stems from the need to study potential users’ behaviour with regard to mobile learning prior to the implementation of mobile learning to promote World Heritage Site preservation awareness in the world heritage town of
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