Student perceptions and mobile technology adoption: implications for lower-income students shifting to digital
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Student perceptions and mobile technology adoption: implications for lower‑income students shifting to digital Audrey Antee1 Accepted: 22 October 2020 © Association for Educational Communications and Technology 2020
Abstract This paper responds to Joo et al. (Educational Technology Research and Development 64:611-630, 2016) study of the factors predicting South Korean online students’ use of a mobile learning management system (m-LMS). The findings show students’ continuous intention and their actual usage have implications for how faculty and institutions may need to promote the usefulness of mobile technology for students to accept and adopt the technology. This would be particularly relevant for lower income students with limited digital literacy skills and limited access. For many students, mobile technology is the only means through which they can persist in taking courses while institutions offer classes primarily in online modalities during the COVID-19 pandemic. Keywords Mobile technology · Mobile learning · mLearning perceptions · Higher education · Digital literacy · Equity
Introduction Joo et al.’s (2016) study focused on understanding factors that contributed to students’ technology acceptance process. In an analysis of the qualities that predict online university students’ use of a mobile learning management system (m-LMS), Joo et al. (2016) found that students’ perceived usefulness and their satisfaction with the m-LMS predicted their continuous intention to use the mobile system instead of accessing the LMS on a computer. In other words, students who were satisfied with the mobile interface for their school’s online learning management system and students who believed the mobile interface was useful were more likely to keep using that mobile system, even though they had the option to access their courses on a computer or laptop. From an inclusivity perspective, these results are relevant to understanding factors that may affect the ease with which students adopt mobile technology if they only have access to a mobile technology and are limited in digital literacy skills.
* Audrey Antee [email protected] 1
Florida State College at Jacksonville, 101 W State St., Jacksonville, FL 32202, USA
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A. Antee
Overview of the study Joo et al. (2016) examined the following variables: perceived ease of use, perceived usefulness, students’ expectation of technology use compared to its actual performance (expectation-confirmation), satisfaction, and actual usage of an m-LMS. The authors used information technology acceptance models, such as the Technology Acceptance Model and the Expectation-Confirmation Model, placing an emphasis on students’ interactions with mobile technology. While the researchers hypothesized that students’ perceived ease of use of the m-LMS would relate to continuous intention, the results showed perceived ease of use did not predict students’ continuous intention, but perceived ease of use did predict students’ perceived usefulness, and continuous intention pr
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