Fun first, useful later: Mobile learning acceptance among secondary school students in Indonesia
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Fun first, useful later: Mobile learning acceptance among secondary school students in Indonesia Ahmad R. Pratama 1 Received: 12 August 2020 / Accepted: 9 September 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract As mobile devices become more ubiquitous, the benefits of mobile learning (mlearning) can be a great opportunity for educating a vast populace, especially in developing countries. Acceptance of m-learning by individuals is critical for these nations while aiming for a successful implementation of m-learning. A total of 1156 middle and high school students in Indonesia participated in this study to investigate factors determining m-learning acceptance among adolescents and to discover the effects of sex, age group, and location differences with the technology acceptance model (TAM) as a theoretical framework. The results indicate that all seven factors in the model are significant determinants of m-learning acceptance with some moderation effects by sex, age, and location differences at play. While the literature showed the importance of perceived usefulness in technology acceptance, including in the m-learning case, this study found that its effect is far less influential than perceived enjoyment and social influence, inferring the irrationality of adolescents in their intention of using m-learning. Perceived mobility value and perceived usefulness, while showing much smaller effects than shown in the literature, are still influential in m-learning acceptance, especially for female and high school students and not necessarily for male and middle school students. Meanwhile, facilitating conditions are crucial in helping female, middle school students, and students in rural areas adopt m-learning. This study helps understand unique characteristics of adolescents as a younger generation that separate them from adults when it comes to their acceptance of m-learning. Keywords m-learning . Mobile learning . Technology acceptance model . Adolescents .
Middle school . High school . Perceived enjoyment
* Ahmad R. Pratama [email protected]
1
Department of Informatics, Universitas Islam Indonesia, Sleman, D.I. Yogyakarta, Indonesia
Education and Information Technologies
1 Introduction The adoption of mobile devices, smartphones in particular, has been increasing within the past decade at an astronomical rate in almost every corner of the world. Many have studied the relationship between mobile devices and education as they become more ubiquitous. A cross country analysis shows that participation rates in secondary schools are strongly associated with mobile subscription rates (Pratama 2017). A meta-analysis from 39 other studies from 14 countries and regions between 2008 and 2017 shows that in general, mobile phone use has a negative, albeit small, effect on educational outcomes (Kates et al. 2018). On the extreme side, excessive use of mobile devices is associated with psychological distress (Beranuy et al. 2009) or may even lead to the occurrence of cognitive failures
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