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Exploring the intention to use mobile learning: the moderating role of personal innovativeness

Exploring the intention to use mobile learning: the moderating role of personal innovativeness Purpose – The main purpose of this study was to combine the extended technology acceptance model (TAM) with the innovation diffusion theory (IDT) to examine how learners' beliefs affected their usage intention of mobile learning (m‐learning) and explore whether the relationships between learners' beliefs and their usage intention of m‐learning changed under different levels of personal innovativeness regarding the new information technology (IT). Design/methodology/approach – Sample data for this study were collected from Taiwanese mobile phone users, a total of 750 questionnaires were distributed, and 486 usable questionnaires were analyzed in this study, with a usable response rate of 64.80 per cent. Collected data were analyzed using structural equation modeling, multiple group analysis, and hierarchical moderated regression analysis. Findings – Perceived usefulness (PU), perceived ease of use (PEOU), perceived enjoyment (PE), and compatibility can play essential roles in affecting learners' intention to use m‐learning. Personal innovativeness can moderate the effects of PU, PEOU, and compatibility on intention to use m‐learning except the effect of PE on intention to use m‐learning. Originality/value – Based on the views of the extended TAM with the IDT, this study incorporates intrinsic motivator (i.e. PE) along with conventional extrinsic motivators (i.e. PU and PEOU) into its analysis of m‐learning acceptance for a more robust analysis and exhibits explicit results indicating that the effects of learners' beliefs on their usage intention of m‐learning depend largely on their innovative predisposition regarding the new IT. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Systems and Information Technology Emerald Publishing

Exploring the intention to use mobile learning: the moderating role of personal innovativeness

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Publisher
Emerald Publishing
Copyright
Copyright © 2014 Emerald Group Publishing Limited. All rights reserved.
ISSN
1328-7265
DOI
10.1108/JSIT-05-2013-0012
Publisher site
See Article on Publisher Site

Abstract

Purpose – The main purpose of this study was to combine the extended technology acceptance model (TAM) with the innovation diffusion theory (IDT) to examine how learners' beliefs affected their usage intention of mobile learning (m‐learning) and explore whether the relationships between learners' beliefs and their usage intention of m‐learning changed under different levels of personal innovativeness regarding the new information technology (IT). Design/methodology/approach – Sample data for this study were collected from Taiwanese mobile phone users, a total of 750 questionnaires were distributed, and 486 usable questionnaires were analyzed in this study, with a usable response rate of 64.80 per cent. Collected data were analyzed using structural equation modeling, multiple group analysis, and hierarchical moderated regression analysis. Findings – Perceived usefulness (PU), perceived ease of use (PEOU), perceived enjoyment (PE), and compatibility can play essential roles in affecting learners' intention to use m‐learning. Personal innovativeness can moderate the effects of PU, PEOU, and compatibility on intention to use m‐learning except the effect of PE on intention to use m‐learning. Originality/value – Based on the views of the extended TAM with the IDT, this study incorporates intrinsic motivator (i.e. PE) along with conventional extrinsic motivators (i.e. PU and PEOU) into its analysis of m‐learning acceptance for a more robust analysis and exhibits explicit results indicating that the effects of learners' beliefs on their usage intention of m‐learning depend largely on their innovative predisposition regarding the new IT.

Journal

Journal of Systems and Information Technology – Emerald Publishing

Published: Mar 4, 2014

Keywords: Intention to use; Personal innovativeness; Extended technology acceptance model; Innovation diffusion theory; Mobile learning

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