Summary

This article investigates the behavioral intentions of learners and educators towards mobile learning, an emerging trend in educational technology. The authors aim to shed light on the factors influencing individuals' attitudes and intentions to adopt mobile learning platforms.

The study employs a quantitative research design, utilizing survey questionnaires to collect data from a sample of learners and educators. The participants' responses are analyzed using statistical techniques to identify key determinants of behavioral intention towards mobile learning.

Key findings from the study reveal several factors that influence individuals' intentions to adopt mobile learning. These factors include perceived usefulness, perceived ease of use, perceived enjoyment, perceived self-efficacy, and social influence. Participants who perceive mobile learning as beneficial, easy to use, enjoyable, and conducive to enhancing their learning experience are more likely to express a positive intention to use mobile learning platforms.

Moreover, the study examines the role of facilitating conditions, such as access to mobile devices, technical support, and institutional policies, in shaping individuals' intentions towards mobile learning. Participants who perceive adequate support and resources available for mobile learning are more inclined to adopt this mode of learning.

The article discusses the implications of these findings for both learners and educators. For learners, mobile learning offers flexibility, convenience, and opportunities for personalized learning experiences. Educators can leverage mobile learning platforms to enhance engagement, facilitate active learning, and provide access to resources beyond the confines of traditional classroom settings.

Furthermore, the study highlights the importance of addressing potential barriers to mobile learning adoption, such as concerns about technical proficiency, privacy, security, and reliability of mobile devices and networks. Educational institutions and policymakers need to develop strategies to mitigate these barriers and create an enabling environment for mobile learning initiatives

Overall, the article contributes to our understanding of the factors influencing behavioral intentions towards mobile learning and underscores the transformative potential of mobile technology in reshaping learning and teaching practices. By addressing the identified determinants and barriers, educators and policymakers can harness the benefits of mobile learning to create inclusive, accessible, and effective learning environments for learners across diverse contexts.

Implications:

The implications drawn this study span across various domains of education and technology adoption:

Educational Institutions and Policy Makers: The study underscores the need for educational institutions and policymakers to recognize the growing significance of mobile learning and invest in infrastructure and policies that support its

integration. This includes ensuring equitable access to mobile devices and reliable internet connectivity, providing technical support, and developing guidelines for the responsible use of mobile technology in educational settings.

Curriculum Design and Instructional Strategies: Educators can use the findings to inform curriculum design and instructional strategies that leverage the affordances of mobile learning. By integrating mobile learning activities into lesson plans, educators can enhance engagement, facilitate active learning, and cater to diverse learning preferences and needs.

Moreover, the study suggests the importance of providing training and professional development opportunities for educators to enhance their digital literacy skills and proficiency in utilizing mobile learning tools effectively.

Student Engagement and Learning Outcomes: Mobile learning has the potential

to enhance student engagement and improve learning outcomes by providing anytime, anywhere access to educational resources and fostering interactive and collaborative learning experiences. Educators can leverage mobile learning platforms to create personalized learning pathways, incorporate multimedia content, and promote self-directed learning. By recognizing and addressing the factors influencing students’ behavioral intentions towards mobile learning, educators can design interventions that maximize their benefits for student learning and motivation.

Technology Developers and Industry: The study highlights the importance of user experience and design considerations in the development of mobile learning applications and platforms. Technology developers can use the insights gained from the study to design user-friendly interfaces, incorporate features that enhance perceived usefulness and ease of use, and prioritize accessibility and inclusivity. Moreover, collaboration between educational researchers, practitioners, and technology developers can lead to the development of innovative solutions that address the evolving needs and preferences of learners and educators.

Research and Future Directions: Future research could explore additional factors influencing mobile learning adoption, such as cultural and contextual differences, the impact of specific instructional design strategies, and the long-term effects on learning outcomes. Moreover, longitudinal studies could provide insights into the sustainability and effectiveness of mobile learning initiatives over time.

In conclusion, the implications of the study extend to various stakeholders involved in education, technology development, and policy-making, highlighting the transformative potential of mobile learning in reshaping teaching and learning practices. By addressing the identified factors influencing behavioral intention towards mobile learning, stakeholders can collaborate to create inclusive, accessible, and effective learning environments that harness the benefits of mobile technology.

Article Title: A New Trend of Learning and Teaching: Behavioral Intention towards Mobile Learning

Authors: Farhina Hameed, Abdul Qayyum, Faheem Ahmad Khan

Journal: Journal of Computers in Education              Publication Year: 2024