Adoption of Interactive Mobile Learning Technologies through the Lens of the Technology Acceptance Model

Anuj Kumar; Sudeepta Banerjee; Anantha Raj A. Arokiasam; Kanika Gupta; Sapna Bansal

doi:10.3991/ijim.v20i07.61085

Authors

Anuj Kumar Rushford Business School, Switzerland; Al-Quds University, Jerusalem, Palestine https://orcid.org/0000-0002-1205-2794
Sudeepta Banerjee Dr. Vishwanath Karad MIT World Peace University, Pune, India https://orcid.org/0000-0002-5778-2045
Anantha Raj A. Arokiasam INTI International University, Nilai, Malaysia https://orcid.org/0000-0001-9784-6448
Kanika Gupta European Global Institute of Innovation and Technology, St. Julian’s, Malta https://orcid.org/0000-0002-4635-8775
Sapna Bansal Shri Ram College of Commerce, Delhi, India https://orcid.org/0009-0007-3733-0328

DOI:

https://doi.org/10.3991/ijim.v20i07.61085

Keywords:

digital tech-nologies

Abstract

The increasing use of interactive mobile learning technologies has the potential to improve learner flexibility, engagement, and personalization their learning experience. However, the successful implementation and adoption of these technologies directly depend on users’ perception and acceptance of the technology. This study aims to examine the adoption of interactive mobile learning technologies through the lens of the technology acceptance model (TAM). The study focuses on understanding the factors that influence behavioral intention (BI) to use the technologies. Data was collected from 51 participants working in the education industry using the convenience sampling method. The study adopted a quantitative surveybased research approach, and a well-structured questionnaire was used to collect data. Statistical techniques were applied to the collected data to examine the relationship between key constructs like perceived usefulness, perceived ease of use (PEOU), behavioral intention, and attitude toward use. The research has revealed the influence of different aspects on the adoption of technology. This study aimed to contribute to the existing literature by empirically using TAM in the context of interactive mobile learning technology. Findings suggest 1) PEOU positively impacts perceived usefulness (PU) of interactive mobile learning technologies, 2) PU has a significant positive effect on attitude toward use (ATU) of interactive mobile learning technologies, and 3) ATU has a significant positive effect on BI to use interactive mobile learning technologies. The findings of the study will assist instructional designers and technology developers in designing user-centric mobile learning solutions. The findings will also support informed decision-making for the effective integration of interactive mobile learning technologies in the traditional educational infrastructure. It will also guide and form the basis for future studies in mobile learning adoption.